<?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>S1981-52712024000400212</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.4-2023-0280</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Preceptoria em residência médica: uma avaliação sob a perspectiva dos preceptores]]></article-title>
<article-title xml:lang="en"><![CDATA[Preceptorship in medical residency: an evaluation from the preceptors&#8217; perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[Patricia Fernanda Carrenho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Hospital Municipal Dr. José de Carvalho Florence  ]]></institution>
<addr-line><![CDATA[São José dos Campos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000400212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000400212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000400212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: O papel do preceptor, no contexto da residência médica, é crucial para a formação qualificada de profissionais e especialistas em suas áreas de atuação, sendo necessárias competências clínicas e pedagógicas e a compreensão de suas atribuições e objetivos a serem alcançados na interação de ensino-aprendizado com os residentes.  Objetivo:  Este estudo teve como objetivos avaliar a percepção dos preceptores da residência médica a respeito de seu papel nas atividades de ensino, conhecer o perfil sociodemográfico dos preceptores e identificar tópicos a serem melhorados na prática da preceptoria.  Método:  Trata-se de um estudo descritivo, de abordagem qualitativa e quantitativa, em que foram incluídos os preceptores dos programas de residência médica de pediatria, neonatologia, terapia intensiva pediátrica e ginecologia-obstetrícia. Por meio de um questionário estruturado e validado na literatura, avaliaram-se cinco domínios relacionados à prática pedagógica; além disso, três perguntas abertas tiveram como objetivo obter a opinião do preceptor sobre a preceptoria, pontos positivos e pontos a serem melhorados em sua prática. Na análise, utilizaram-se estatística descritiva e porcentagens de percepções positivas e negativas, de acordo com as respostas ao questionário estruturado. Para a análise das perguntas abertas, adotou-se a técnica de categorização.  Resultado: Houve predomínio de percepções positivas nos domínios referentes à competência pedagógica, interação ensino-serviço e presença do residente no campo de prática, enquanto as percepções negativas concentraram-se nos domínios referentes aos recursos e ao suporte educacional, e ao planejamento do programa educacional. A análise qualitativa evidenciou a consciência dos preceptores a respeito do seu papel, em que se destacaram como pontos positivos o estímulo à atualização constante e a satisfação pessoal e profissional; como pontos a serem melhorados, prevaleceram a necessidade de maior espaço participativo no planejamento, o desenvolvimento de pesquisa com os residentes e a importância de formalização da função de preceptor nas instituições, corroborando as percepções obtidas nas questões estruturadas.  Conclusão:  O papel do preceptor é fundamental para a boa formação do médico especialista no contexto dos programas de residência médica, de modo a integrar excelência técnica na especialidade e expertise pedagógica, e favorecer a aprendizagem significativa. Capacitar os preceptores, a fim de qualificá-los pedagogicamente e permitir que eles busquem o reconhecimento de sua atuação, poderá melhorar a formação do médico especialista e a assistência à saúde.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: The role of the preceptor, in the context of Medical Residency, is crucial for the qualified training of professionals and specialists in their areas of activity, requiring clinical and pedagogical competencies and the understanding of their attributions and objectives to be achieved in the teaching-learning interaction with residents.  Objectives:  To evaluate the perception of medical residency preceptors regarding their role in teaching activities; to know the socio-demographic profile of preceptors and to identify topics to be improved in the practice of preceptorship.  Methods: This was a descriptive study, with a qualitative and quantitative approach conducted with the preceptors of the medical residency programs of Pediatrics, Neonatology, Pediatric Intensive Care and Gynecology-Obstetrics. Through a structured questionnaire validated in the literature, five domains related to pedagogical practice were evaluated, in addition to three open questions about the preceptor&#8217;s opinion about the preceptorship, positive points and areas for improvement in their practice. In the analysis, descriptive statistics and percentages of positive perceptions and negative perceptions were used, according to the answers to the structured questionnaire. For the analysis of the open questions, the categorization technique was used.  Results: There was a predominance of positive perceptions in the domains related to Pedagogical Competence, Teaching-Service Interaction and Presence of the Resident in the Field of Practice, while the negative perceptions were concentrated in the domains related to Educational Resources and Support and Educational Program Planning. The qualitative analysis evidences the preceptors&#8217; awareness of their role, highlighting as positive points the stimulus for constant updating and personal and professional satisfaction. As areas for improvement, we highlight the need for greater participatory space in planning, the development of research with residents and the need to formalize the role of preceptor in institutions, corroborating the perceptions obtained in the structured questions.  Conclusion: The role of the preceptor is fundamental for the good training of the medical specialist in the context of medical residency programs, integrating technical excellence in the specialty and pedagogical expertise, favoring meaningful learning. Empowering preceptors, qualifying them pedagogically and seeking recognition of their performance, can improve the training of the medical specialists and health care.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Residência Médica]]></kwd>
<kwd lng="pt"><![CDATA[Preceptoria]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Medical Residency]]></kwd>
<kwd lng="en"><![CDATA[Preceptorship]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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