<?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>S1981-52712019000200015</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180061</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Validade e Confiabilidade do Maastricht Clinical Teaching Questionnaire para Língua Portuguesa]]></article-title>
<article-title xml:lang="en"><![CDATA[Validity and Reliability of the Portuguese-Language Version of the Maastricht Clinical Teaching Questionnaire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Orlando Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Ramon José Leal de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schwigel]]></surname>
<given-names><![CDATA[Paulo Adriano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Paula Teles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Tereza Rebecca de Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andreto]]></surname>
<given-names><![CDATA[Luciana Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Juliany Silveira Braglia Cesar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Rafael Batista de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Vale do São Francisco  ]]></institution>
<addr-line><![CDATA[Petrolina Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Petrolina Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdade Pernambucana de Saúde  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>15</fpage>
<lpage>24</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdu&#231;&#227;o Num cen&#225;rio de aprendizagem cl&#237;nica, preceptores devem se comportar como mediadores entre os saberes que o estudante j&#225; tem e os que necessita adquirir, integrando a teoria e a pr&#225;tica no contexto da assist&#234;ncia ao paciente. Para isso, &#233; necess&#225;rio capacitar preceptores e desenvolver instrumentos capazes de aferir o desempenho de tais docentes. Em 2008, foi desenvolvido na Holanda o Maastricht Clinical Teaching Questionnaire (MCTQ), destinado &#224; avalia&#231;&#227;o de preceptores pelos estudantes com o objetivo de proporcionar feedback a esses sobre suas habilidades de ensino em rela&#231;&#227;o &#224; supervis&#227;o realizada durante o est&#225;gio. A valida&#231;&#227;o de um instrumento para outro idioma &#233; de grande valia, uma vez que permite avaliar e investigar determinado fen&#244;meno em diferentes pa&#237;ses.   Objetivo Realizar a valida&#231;&#227;o do MCTQ para a l&#237;ngua portuguesa.   Metodologia Trata-se de um estudo de valida&#231;&#227;o de instrumento de pesquisa realizado em quatro hospitais do Nordeste brasileiro com a aplica&#231;&#227;o da vers&#227;o adaptada para a l&#237;ngua portuguesa do MCTQ em uma amostra n&#227;o probabil&#237;stica composta por 246 estudantes de Medicina do quinto e sexto anos de quatro diferentes institui&#231;&#245;es de ensino do Estado de Pernambuco. Para avaliar a validade do construto, foi utilizado o &#237;ndice Kappa. A confiabilidade foi medida por meio do Coeficiente Alfa de Cronbach padronizado. O n&#237;vel de reprodutibilidade do MCTQ foi calculado pelo teste t de Student para medidas repetidas, comparando valores do teste e do reteste. A pesquisa foi aprovada no Comit&#234; de &#201;tica e Pesquisa da Faculdade Pernambucana de Sa&#250;de.   Resultados O &#237;ndice Kappa variou entre 0,527 e 0,710, e o Coeficiente Alfa de Cronbach de 0,77 a 0,954, comprovando bom grau de concord&#226;ncia e de consist&#234;ncia interna do instrumento, respectivamente. Em rela&#231;&#227;o &#224; reprodutibilidade, todos os valores de coeficiente de correla&#231;&#227;o encontrados foram significativos e de boa magnitude (&#8805; 0,72).   Conclus&#227;o A vers&#227;o em portugu&#234;s do MCTQ mostrou-se confi&#225;vel e v&#225;lida para uso na l&#237;ngua portuguesa e pode ser &#250;til como instrumento a promover melhorias pedag&#243;gicas nos cursos de gradua&#231;&#227;o e p&#243;s-gradua&#231;&#227;o, especialmente aqueles relacionados &#224;s ci&#234;ncias da sa&#250;de. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT  Introduction In clinical learning scenarios, preceptors should mediate between the knowledge students already possess and the knowledge they need to acquire, integrating theory and practice into the patient care context. In order to make this possible, we must train preceptors and develop instruments for evaluating their performance as educators. In 2008, the Maastricht Clinical Teaching Questionnaire (MCTQ) was developed in the Netherlands with the purpose of enabling students to evaluate their preceptors, in order to provide preceptors with feedback regarding their teaching skills and the supervision provided by them during the internship period. Validating an instrument that has been translated is important and valuable, because it enables certain phenomena to be evaluated and investigated in different countries.   Objective To validate the Portuguese-language version of the MCTQ.   Methodology This is an instrument validation study, with research carried out in four different hospitals in the Northeast Region of Brazil. It applied the Portuguese-language version of the MCTQ to a non-probability sample composed of 246 fifth- and sixth-year students of Medicine from four different institutions in the state of Pernambuco. Kappa values were used to evaluate the validity of the construct, and reliability was measured using standardized Cronbach&#8217;s alpha coefficient. The reproducibility level of the MCTQ was calculated using the Student&#8217;s t-test for repeated measures, comparing test and re-test values. This study was approved by the Human Research Ethics Committee of the Faculdade Pernambucana de Sa&#250;de.   Results The kappa index was between 0.527 and 0.71, and Cronbach&#8217;s alpha coefficient was between 0.77 and 0.954, demonstrating that the instrument has good levels of agreement and internal consistency, respectively. With respect to reproducibility, all coefficient correlation values found were significant and showed good magnitude (&#8805;0.72).   Conclusion The Portuguese-language version of the MCTQ proved to be reliable and valid for use in Portuguese-language settings, and can be useful as an instrument for promoting pedagogical improvements in undergraduate and graduate courses, especially in health sciences. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudos de Validação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Preceptoria]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Validation study]]></kwd>
<kwd lng="en"><![CDATA[Educational evaluation]]></kwd>
<kwd lng="en"><![CDATA[Preceptorship]]></kwd>
<kwd lng="en"><![CDATA[Medical education]]></kwd>
</kwd-group>
</article-meta>
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