<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712015000100095</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v39n1e02072013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Como se Sentem Pacientes Quando Examinados por Estudantes de Medicina? Um Misto entre Ambiguidades e Satisfações Encontradas em Estudo Qualitativo]]></article-title>
<article-title xml:lang="en"><![CDATA[How do Patients Feel when Examined by Medical Students? A Cross Between Ambiguities and Satisfaction Found in a Qualitative Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dorigatti]]></surname>
<given-names><![CDATA[Alcir Escocia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faber]]></surname>
<given-names><![CDATA[Eliel Wagner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia Junior]]></surname>
<given-names><![CDATA[Celso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Turato]]></surname>
<given-names><![CDATA[Egberto Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<fpage>95</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712015000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712015000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712015000100095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No contexto do ensino m&#233;dico, pacientes s&#227;o habitualmente convidados a colaborar se submetendo ao exame cl&#237;nico para serem observados. Como pacientes se sentem nessa situa&#231;&#227;o? Para discutir significados psicol&#243;gicos atribu&#237;dos a esta experi&#234;ncia, usamos o m&#233;todo cl&#237;nico-qualitativo, conduzido com amostra intencional de dez pacientes de um hospital p&#250;blico de ensino, com entrevistas semidirigidas de quest&#245;es abertas em profundidade. Os resultados foram interpretados segundo conceitos tradicionais da Psicologia M&#233;dica. Pacientes manifestam uma rela&#231;&#227;o um tanto amb&#237;gua com os alunos, &#224;s vezes fortalecendo a rela&#231;&#227;o m&#233;dico-paciente-equipe, outras vezes a desconstruindo. A presen&#231;a dos alunos &#233; importante devido ao v&#237;nculo gerado, mas pode originar d&#250;vidas sobre como lidar com situa&#231;&#245;es mobilizadoras. As constru&#231;&#245;es sociais s&#227;o diferentes em um hospital de ensino em compara&#231;&#227;o com outros hospitais, visto que naqueles os pacientes t&#234;m um papel de agentes educadores. Pacientes podem perceber essa din&#226;mica, ainda que com pouca sistematiza&#231;&#227;o, ou n&#227;o ter qualquer consci&#234;ncia social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[As part of medical training, patients are often invited to cooperate by allowing student observation of their medical examination. How do patients feel in this situation? To discuss the psychological meanings assigned to this experience we used the clinical-qualitative study method on an intentional sample of 10 patients from a teaching hospital, using in-depth semi-directed interviews. The results were interpreted according to concepts of Medical Psychology. We found that patients have an ambiguous relationship regarding the students. For example, the presence of students sometimes strengthens the doctor-patient-team relationship, but sometimes might undermine it. Student presence is important due to the bond generated, but students may act indecisively when dealing with certain situations. The social constructions within a teaching hospital differ to those in other hospitals, since in the former the patients also act as an educational agents. Some patients are aware of this dynamic albeit without it being systemized, whereas others display no such social awareness.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Visitas com Preceptor]]></kwd>
<kwd lng="pt"><![CDATA[Hospitais de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[Anamnese]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Rounds]]></kwd>
<kwd lng="en"><![CDATA[Teaching Hospitals]]></kwd>
<kwd lng="en"><![CDATA[Qualitative Research]]></kwd>
<kwd lng="en"><![CDATA[Medical History Taking]]></kwd>
</kwd-group>
</article-meta>
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