<?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>S1981-52712021000500215</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20210251</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prontuário Eletrônico do Paciente na educação médica: percepções de docentes e preceptores]]></article-title>
<article-title xml:lang="en"><![CDATA[Electronic Health Record in medical education: perceptions of teachers and preceptors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rangel]]></surname>
<given-names><![CDATA[Ana Maria Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Struchiner]]></surname>
<given-names><![CDATA[Miriam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salles]]></surname>
<given-names><![CDATA[Gil Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000500215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  A implantação do Prontuário Eletrônico do Paciente (PEP) em unidades hospitalares de ensino tem proporcionado a integração do uso de tecnologia de informação em saúde (TIS) na educação médica e na prática clínica.  Objetivo: Este estudo analisou a percepção de professores e preceptores-médicos, de uma universidade pública, sobre a integração do uso do PEP nas atividades práticas curriculares.  Método: Trata-se de um estudo de abordagem qualitativa. A coleta de dados foi realizada por meio de entrevistas semiestruturadas com seis professores e quatro preceptores de um curso de Medicina. O estudo adotou como categorias de análise os domínios de competências e os resultados de aprendizagem com o uso do PEP, identificados e aprimorados por um estudo multicêntrico inglês: saúde digital, acesso e geração de dados, comunicação, trabalho multiprofissional e acompanhamento e monitoramento. Adotou-se ainda a categoria &#8220;questões pedagógicas&#8221; para estimular a reflexão dos sujeitos da pesquisa sobre suas práticas pedagógicas com o PEP. Para análise dos dados, utilizou-se análise temática de conteúdo.  Resultado: O estudo apontou que os professores e preceptores identificaram a necessidade de orientação formal para que os discentes utilizem TIS no seu desenvolvimento educacional e profissional, na preservação do sigilo e da confidencialidade das informações, e no atendimento ao paciente. Para os sujeitos da pesquisa, o uso de sistemas de suporte à decisão associados ao PEP contribui para o processo de ensino-aprendizagem, além de possibilitar maior visibilidade das informações dos demais profissionais de saúde e o acompanhamento da história clínica dos pacientes pelos discentes. O PEP é uma ferramenta assistencial que tem potencial para promover o uso de metodologias ativas, pois contextualiza o ensino, permite autonomia e autoria aos discentes e os instiga na busca por conhecimento.  Conclusão: A integração curricular de TIS tem sido apontada como um caminho para o desenvolvimento de competências e habilidades clínicas dos discentes, quando estiverem utilizando o PEP nas unidades de prática clínica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: The implementation of the Electronic Health Record (EHR) in hospital teaching units has promoted the integration of Health Information Technology (HIT) into medical education and clinical practice.  Objective: The study analyzed teachers and preceptors&#8217; perceptions about the integration of EHR in curricular practices at a public university.  Method:  A qualitative study, in which data was collected through semi-structured interviews with six medical professors and four preceptors. The study adopted as categories of analysis the domains of competences and learning results from the use of EHR, identified and improved in a British multicenter study (Digital Health, Data Access and Generation, Communication, Multiprofessional Work, Accompaniment and Monitoring). A new category entitled &#8220;Pedagogical Issues&#8221;, was included to stimulate subjects&#8217; reflections on their pedagogical practices with the EHR. Thematic content analysis was used for data analysis.  Results:  Teachers and preceptors agree that students need formal guidance on how to use HIT in their educational and professional development, and to preserve the secrecy and confidentiality of information during patient care using the EHR. For them, the use of decision support systems associated with EHR contributes to the teaching-learning process, in addition to allowing greater visibility of information from other health professionals, and facilitates student access to patients&#8217; clinical data. EHR is a support tool that has the potential to promote the use of active methodologies, to contextualize teaching, to provide student autonomy and authorship, and to instigate them in the search for knowledge.  Conclusion:  HIT curricular integration has been pointed out as a way for students to develop clinical competences and skills, when using EHR in their clinical practice units.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prontuário Eletrônico do Paciente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia de Informação em Saúde]]></kwd>
<kwd lng="en"><![CDATA[Electronic Health Record]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Health Information Technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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