<?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>S1981-52712019000200225</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180053</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Residente como Professor: uma Iniciação à Docência]]></article-title>
<article-title xml:lang="en"><![CDATA[Resident as a Teacher: an Introduction to Teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feijó]]></surname>
<given-names><![CDATA[Lorena Pinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fakhouri Filho]]></surname>
<given-names><![CDATA[Saadallah Azor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Maria do Patrocínio Tenório]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Augusto]]></surname>
<given-names><![CDATA[Kristopherson Lustosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Unichristus  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></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>225</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A resid&#234;ncia m&#233;dica, institu&#237;da legalmente no Brasil em 1977 pelo Decreto n&#186; 80.281, &#233; considerada a melhor estrat&#233;gia de ensino em cen&#225;rio de pr&#225;tica, sendo o padr&#227;o ouro da especializa&#231;&#227;o m&#233;dica. A caracter&#237;stica mais marcante da resid&#234;ncia &#233; o treinamento em servi&#231;o, que articula ensino no cen&#225;rio de pr&#225;tica, al&#233;m de construir um perfil profissional. Os residentes desenvolvem tamb&#233;m a fun&#231;&#227;o docente. Pesquisas americanas estimam que exer&#231;am tal fun&#231;&#227;o em boa parte de suas atividades, chegando a um quarto do per&#237;odo total de tempo de seus programas de resid&#234;ncia. Esse processo de ensino-aprendizagem durante a resid&#234;ncia ainda &#233; pouco estudado, principalmente no Brasil. O objetivo deste estudo foi realizar uma ampla revis&#227;o narrativa sobre RaT (Resident as Teacher), tema pouco explorado na literatura brasileira, avaliando historicamente o processo de ensino-aprendizagem dos programas de resid&#234;ncia m&#233;dica. Foi realizada uma revis&#227;o na literatura acerca do processo de ensino-aprendizagem da resid&#234;ncia m&#233;dica no Brasil e no mundo. Diversos pa&#237;ses est&#227;o implementando treinamentos formais de ensino denominados programas de Resident as Teacher (RaT). Somente nos EUA, mais de 50% dos programas de resid&#234;ncia t&#234;m alguma forma de treinamento RaT. V&#225;rios programas foram desenvolvidos e se diferenciam no conte&#250;do, na dura&#231;&#227;o e no formato, por&#233;m s&#227;o baseados em atributos de ensino considerados essenciais ao ensino. No que diz respeito ao conte&#250;do, os programas RaT enfatizam predominantemente o modelo preceptor minuto (One Minute Preceptor &#8211; OMP), a estrutura de ensino cl&#237;nico do Programa de Desenvolvimento da Faculdade de Stanford ou os dom&#237;nios mostrados por Irby como essenciais &#224; excel&#234;ncia em ensino cl&#237;nico. Em conclus&#227;o, sugere-se que os programas brasileiros de resid&#234;ncia m&#233;dica invistam em estudos e, consequentemente, em estrat&#233;gias efetivas para aprimorar as t&#233;cnicas de ensino para m&#233;dicos residentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The medical residency program, legally established in Brazil in 1977, is considered the best practical teaching strategy and it&#8217;s a gold standard to physician specialization. Resident, house officer and registrar are synonymous to refer to post medical training after internship, who attending a program or programme, depends on the region of the globe you are. The teaching of the residency training program is conducted during patient care in all settings (i.e., bedside teaching), which brings together teaching in a practical setting and the improvement of a professional profile. Residents also develop their teaching skills. American researchers estimate that residents acts as teachers in almost one quarter of their residency programs. This teaching-learning process hasn&#8217;t been thoroughly studied, especially in Brazil. The aim of this study was to do a narrative review about Rat (Resident as Teacher), an issue not explored in the Brazilian literature, evaluating the teaching-learning process in the medical residency programs. A review in the Brazilian and worldwide literature was conducted. In many countries, several formal training courses are being implemented worldwide under the &#8220;Resident as Teacher &#8211; RaT&#8221; denomination. In the United States, more than half of the residency programs have RaT training. The developed programs are different in their approach, duration and format. However, they are all based on attributes considered fundamental for teachers. Regarding content, RaT programs emphasize the One Minute Preceptor (OMP) model, the clinical teaching structure of the Stanford Faculty Development Program, or the domains shown by Irby to be essential for the excellence of clinical teaching. In conclusion it would be important for Brazilian programs to develop studies and, consequently, effective strategies to improve RaT.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Residência Médica]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Especialização]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento de Programas]]></kwd>
<kwd lng="pt"><![CDATA[Medicina]]></kwd>
<kwd lng="en"><![CDATA[Medical Residency]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Specialization]]></kwd>
<kwd lng="en"><![CDATA[Program Development]]></kwd>
<kwd lng="en"><![CDATA[Medicine]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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