<?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>S1981-52712014000100013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Visão de preceptores sobre o processo de ensino-aprendizagem no internato]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Vitor Hugo Lima]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marco]]></surname>
<given-names><![CDATA[Mario Alfredo de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A13">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2014</year>
</pub-date>
<volume>38</volume>
<numero>01</numero>
<fpage>94</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712014000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712014000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712014000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[INTRODUÇÃO: Os cursos de Medicina do Brasil oferecem, nos dois últimos anos, o estágio obrigatório nas cinco áreas médicas essenciais, chamado internato. Atualmente, serviços de saúde das redes municipais e estaduais passaram a compor os estágios do internato. OBJETIVO: O presente estudo dedicou-se a conhecer a realidade do internato do curso de Medicina da Universidade Federal de Pernambuco através da perspectiva do preceptor. METODOLOGIA: Trata-se de um levantamento descritivo, de natureza qualitativa, em um corte transversal, aplicado às cinco áreas básicas do internato. Foram realizadas entrevistas com os preceptores coordenadores dos serviços de saúde envolvidos no internato. RESULTADOS: As categorias temáticas mais relevantes para o estudo foram: expectativa do preceptor sobre a formação médica durante o rodízio; modelos de ensino da preceptoria; gestão do ensino e integração ensino-serviço. CONCLUSÕES: O estudo representa um aprofundamento sobre as atividades de ensino nos cenários de prática do internato. As categorias analisadas representam pontos cruciais para o aperfeiçoamento da integração ensino-serviço. Outros estudos deverão abordar as perspectivas do estudante, do professor e do gestor, importantes para complementar as informações obtidas no presente estudo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[INTRODUCTION: Over the last two years, medical courses in Brazil have begun implementing a compulsory internship in five basic areas of medicine, referred to as a clinical clerkship. Municipal and state health services are currently venues for these internships. This study aims to investigate the reality of such a clinical clerkship at the Medical School of the Federal University of Pernambuco from the point of view of its mentors. METHODOLOGY: This is a descriptive, qualitative, cross-sectional study in which we interviewed mentors from health services involved in the clinical clerkship. RESULTS: The themes most relevant to the study were: the mentor's expectations of the medical training during the rotation; the mentorship teaching models; education management; and teaching-service integration. CONCLUSIONS: Specific teaching-service integration initiatives may qualify placements in the health network, and these initiatives should address the topics related to the categories defined in this study. Other studies might address the perspectives of the student, teacher and manager, in an important step towards complementing the information obtained in this study.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Graduação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Internato e Residência]]></kwd>
<kwd lng="pt"><![CDATA[Integração Ensino-Serviço]]></kwd>
<kwd lng="pt"><![CDATA[Preceptoria]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate Medical Study]]></kwd>
<kwd lng="en"><![CDATA[Internship and Residency]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Service Integration]]></kwd>
<kwd lng="en"><![CDATA[Mentored Studies]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Vis&atilde;o  de preceptores sobre o processo de ensino-aprendizagem no internato.</h2> <h3>Ttutors' views on teaching and learning during  internship placements.</h3>     <p>&nbsp;</p> <h4>Vitor  Hugo Lima Barreto, Mario Alfredo de Marco    <br> </h4> </font>       ]]></body><back>
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