<?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>S1981-52712020000100203</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.1-20190211</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise do Internato em Medicina da Família e Comunidade de uma Universidade Pública de Fortaleza-CE na Perspectiva do Discente]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of a Family Practice Internship Program at a Public University in Fortaleza, Ceará, from the Student&#8217;s Perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Ivana Cristina Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shibuya]]></surname>
<given-names><![CDATA[Beatriz Yumi Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Maria das Graças Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Leilson Lira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Paulo Sávio Fontenele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  A atuação do médico de família e comunidade exige um domínio amplo de conhecimentos, habilidades e atitudes para enfrentar a complexidade dos pacientes, da família e da comunidade, com vistas a agir para além da dimensão curativa. Nesse contexto, o internato consiste em uma experiência fundamental para promover a articulação teórico-prática da formação médica. Objetivou-se analisar o internato em Medicina de Família e Comunidade (MFC) de uma universidade pública de Fortaleza-CE, na perspectiva do discente.  Métodos:  Realizou-se estudo transversal, descritivo, quanti-qualitativo, em agosto e setembro de 2018 com 30 acadêmicos do curso de Medicina do 12º semestre. A coleta de dados foi conduzida por meio de um questionário on-line que avaliou a percepção do acadêmico sobre a preceptoria, a aprendizagem, as aulas teóricas, a estrutura física das unidades, a satisfação geral com o internato e a relação com outros profissionais. Realizaram-se análise descritiva dos dados quantitativos e a análise de conteúdo do tipo temática.  Resultados:  A maioria dos acadêmicos era do sexo masculino (65,5%) e estava na faixa etária de 22 a 24 anos (55,1%). A satisfação geral com o internato foi considerada como boa (60%) e as aulas teóricas também (63,3%). O aprendizado foi avaliado como bom quanto à: relação médico-paciente e habilidades de comunicação (46,7%); habilidade de registro em prontuário (33,3%); habilidade para realizar atividades coletivas com usuários e equipe multiprofissional (43%). Um total de 73% considerou que o internato contribuiu para a futura atuação profissional na atenção básica. Os aspectos positivos do internato foram: preceptoria; aprendizado acerca da relação médico-paciente; autonomia do discente na condução dos casos; carga horária para estudos; aproximação com a realidade da comunidade; inserção na rotina da unidade; diversidade na aprendizagem; e formação teórico-prática. Por sua vez, destacaram-se como aspectos negativos: infraestrutura da unidade básica de saúde; aprendizagem acerca de ações coletivas e interdisciplinaridade; realização de atividades essenciais; prática baseada em evidências; e preceptoria.  Conclusão:  De forma geral, o internato em MFC foi bem avaliado pelos discentes, principalmente quanto à preceptoria, ao aprendizado em habilidades clínicas e à contribuição para sua formação médica em uma futura atuação na atenção primária. São necessárias novas pesquisas avaliativas que envolvam a percepção dos preceptores e dos demais profissionais da equipe de saúde, com inclusão da análise da dimensão formativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  The work of a family medicine physician requires mastering a broad set of knowledge, skills and attitudes to deal with the complexity of patients, families and communities, with the aim of going beyond a healing perspective. In this context, the internship constitutes a fundamental experience to promote the theoretical and practical coordination of medical education. The objective of this study was to analyze a family practice internship program at a public university in the city of Fortaleza, state of Ceará, from the students&#8217; perspective.  Methods:  A cross-sectional, descriptive and quanti-qualitative study was developed in August and September of 2018 with 30 undergraduate medical students attending the 12th semester of the course. Data were collected by means of an online questionnaire that assessed the students&#8217; perception on preceptorship, learning, theoretical classes, unit infrastructure, overall satisfaction with the internship program and their relationship with other professionals. Quantitative data were submitted to descriptive and thematic content analysis. Most undergraduate students were males, (65.5%) aged between 22 and 24 years old (55.1%).  Results: Overall satisfaction with the internship was considered good (60%), as well as with theoretical classes (63.3%). Learning was assessed as good regarding the physician-patient relationship and communication skills (46.7%); medical chart recording skills (33.3%); skills to perform collective activities with users and multiprofessional teams (43%). A total of 73% of students reported that the internship program contributed to their future professional performance in primary health care. The positive aspects of the internship program cited were: preceptorship; learning regarding the physician-patient relationship; students&#8217; autonomy in case conduction; course study load; getting closer to the reality of the communities; incorporation into the unit&#8217;s routine; diversity in learning; and theoretical-practical training. The negative aspects were: infrastructure of the primary healthcare unit; learning of collective actions and interdisciplinarity; development of essential activities; evidence-based practice; and preceptorship.  Conclusion:  In general, the family practice internship program was well assessed by the students, mainly regarding preceptorship, learning clinical skills and the contribution to their medical education for future work in primary health care. Further assessment studies are needed, involving the perception of preceptors and other health professionals, and including an analysis of the educational dimension.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Medicina de Família e Comunidade]]></kwd>
<kwd lng="pt"><![CDATA[Internato e Residência]]></kwd>
<kwd lng="pt"><![CDATA[Atenção Primária à Saúde]]></kwd>
<kwd lng="en"><![CDATA[Medical Training]]></kwd>
<kwd lng="en"><![CDATA[Family Practice]]></kwd>
<kwd lng="en"><![CDATA[Internship and Residency]]></kwd>
<kwd lng="en"><![CDATA[Primary Health Care]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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