<?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>S1981-52712019000500341</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v43suplemento1-20190148</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estrutura do Programa em Treinamento de Docência na Residência: Residente como Professor]]></article-title>
<article-title xml:lang="en"><![CDATA[Structure of The Teaching Training Program in Residency: The Resident as a Teacher]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feijó]]></surname>
<given-names><![CDATA[Lorena Pinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fakhouri Filho]]></surname>
<given-names><![CDATA[Saadallah Azor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruffini]]></surname>
<given-names><![CDATA[Vitor Maia Teles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Maria do Patrocínio Tenório]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Augusto]]></surname>
<given-names><![CDATA[Kristopherson Lustosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Christus  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Fortaleza  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>341</fpage>
<lpage>348</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000500341&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000500341&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000500341&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução  Na residência médica, os residentes exercem o duplo papel de professor e aprendiz. Treinamentos de como ensinar residentes a exercer a função de docência com qualidade estão sendo implementados em todo o mundo e são denominados programas de Residente como Professor (Resident as Teacher &#8211; RaT). De acordo com as Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina, pode-se aprender a estabelecer objetivos educacionais e matriz de competência, além de habilidades como comunicação, empatia, mediação de conflitos, entre outras. A implementação desses programas deve ser baseada na compreensão do contexto de cada residência médica na qual se deseja inseri-los, e os residentes também devem conhecer as potencialidades de cada cenário de atuação da sua especialidade para promover uma docência eficaz.  Objetivo  O objetivo do estudo foi o desenvolvimento de uma estrutura de programa de treinamento de docência (RaT) dividido em módulos e detalhado com suas respectivas referências bibliográficas.  Metodologia  Realizou-se uma revisão de literatura sobre ensino médico e testaram-se alguns métodos em cenário de prática durante uma dissertação de mestrado, utilizando a técnica SNAPPS, e durante uma tese de doutorado, utilizando a técnica OMP.  Resultado  Foi construído um programa de treinamento de docência nas residências médicas baseado nos resultados positivos encontrados na literatura sobre ensino médico. Propõe-se que cada módulo tenha a duração de um mês aproximadamente, com atividades de um turno por semana. O formato da discussão pode variar de acordo com cada especialidade e com o número de residentes de cada programa. Sugere-se a realização de flipped classroom (sala de aula invertida) com o envio do referencial bibliográfico de suporte sobre os temas aos residentes por e-mail uma semana antes da realização de cada módulo. Diversas atividades podem ser postas em prática em cada módulo para sedimentação do material estudado.  Conclusão  Após a estruturação de um roteiro a ser implementado pelos programas de residência médica no Brasil, espera-se que os residentes desempenhem com maior eficácia o papel que muitos já exercem na prática e que consequentemente o nível de aprendizagem dos alunos de graduação e internos melhore.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction  In medical residency, residents play the dual role of teachers and learners. Training programs aiming at teaching residents how to become teachers are being implemented around the world and are referred to as &#8216;Resident as teacher&#8217; (RaT) programs. According to the National Curricular Guidelines of the Medical Undergraduate Course, one can learn to establish educational goals and competence matrix, as well as skills such as communication, empathy, mediation of conflicts, among others. The implementation of these programs should be based on the understanding of the context of each medical residency where they are to be included and the residents should also know the potential of each scenario of their specialty to promote an effective teaching.  Objective  The objective of the study was the development of the structure of a Teaching Training Program (Resident as Teacher) divided into modules and detailed with their respective bibliographical references.  Method  a literature review was performed on medical education and some methods were tested in a practice scenario during a master&#8217;s degree dissertation, using the SNAPPS technique, and during a doctoral thesis presentation using the OMP technique.  Outcome  A Teaching Training Program was built in medical residencies based on the positive results found in the medical education literature. It is proposed that each module has a duration of approximately one month, with activities lasting one shift per week. The format of the discussion may vary with each specialty and with the number of residents in each program. It is suggested that a flipped classroom situation be carried out, sending the bibliographic reference of support on the subjects to the residents by email one week before the completion of each module. Several activities can be implemented in each module to consolidate the studied material.  Conclusion  After structuring a script to be implemented by the residency programs in Brazil, residents are expected to more effectively play the role that many already exercise in practice and that the level of learning of undergraduate and internship students consequently improves.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Internato e residência]]></kwd>
<kwd lng="pt"><![CDATA[Educação médica]]></kwd>
<kwd lng="pt"><![CDATA[Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Gestão do conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Internship and residency]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
<kwd lng="en"><![CDATA[Medicine]]></kwd>
<kwd lng="en"><![CDATA[Knowledge management]]></kwd>
</kwd-group>
</article-meta>
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