<?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>S1981-52712021000400405</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.supl.1-20210105</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um programa de mentoria para estudantes de Medicina de uma universidade do Centro-Oeste brasileiro]]></article-title>
<article-title xml:lang="en"><![CDATA[A mentoring program for medicine students at a University inthe Midwest of Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brondani]]></surname>
<given-names><![CDATA[Patrícia Gonçalves de Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Adelair Helena dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ana Maria de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anunciação]]></surname>
<given-names><![CDATA[Carlos Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia-Zapata]]></surname>
<given-names><![CDATA[Marco Túlio Antônio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Maria Amélia Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></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>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000400405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000400405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000400405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  Neste artigo, fazemos um relato de experiência da implantação e do funcionamento de um programa de mentoria aplicado a estudantes de graduação do curso de Medicina de uma universidade do Centro-Oeste brasileiro. É consenso que a pressão dos cursos de Medicina provoca sobrecarga emocional e afeta negativamente os estudantes, e é preciso que medidas de apoio sejam implementadas.  Relato de experiência:  O programa de mentoria da Faculdade de Medicina da Universidade Federal de Goiás teve um processo de construção lógico. Foi criado no início de 2015, pelo reconhecimento da necessidade da instituição em apoiar os acadêmicos durante sua graduação, fato evidenciado a partir do atendimento psicológico ao aluno e de uma pesquisa in loco. Os seguintes aspectos-chave caracterizam o programa: é oferecido como uma disciplina eletiva, pode ser feito até cinco vezes e,além de um encontro mensal com o mentor, o estudante escolhe as oficinas de que deseja participar, diversificando assim sua formação. Após 12 semestres de funcionamento, sintetizamos neste artigo uma parte de nossos resultados e algumas reflexões sobre o que queremos para o futuro do programa.  Discussão: A implementação da mentoria e suas adequações foram resultados de pesquisa, capacitação, discussões dos docentes e avaliação periódica pelos mentorados. As mudanças procuraram atender às expectativas e sugestões dos estudantes, objetivando atrair a atenção e satisfazer aos anseios dos discentes. Ao longo dos 12 semestres de funcionamento do programa, o interesse dos alunos pela matrícula na disciplina cresceu, com forte avaliação positiva, especialmente pela livre escolha e diversidade de oficinas, e pelo envolvimento do tutor.  Conclusão: As instituições de ensino devem estimular a criação de programas de mentoria. O programa relatado neste artigo tem tido boa aceitação por parte dos alunos e nos aponta bons resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: This article reports on the experience of implementing and running a mentoring program for medical school students at a Brazilian university in the Midwest region. It is widely accepted that the pressure at medical school is detrimental to the students and often leads to emotional overload. Therefore, supporting mechanisms must be implemented.  Experience report:  The mentoring program at the Federal University of Goiás had a logical beginning. It was created in early 2015, after psychotherapy services offered to the students led to an in loco research study, which in turn pointed out the need to provide support to students throughout their undergraduate studies. There are some key characteristic aspects of the program: it&#8217;s an elective course, which can be taken up to 5 times, and the students can choose the workshops they want to attend in addition to the monthly meeting with the mentor, which allows for diverse paths to be followed. After twelve semesters in existence, this article presents a summary of some of the results obtained and reflections on the future of this program.  Discussion: The implementation of the program and its adaptations resulted from research, professional development, discussions among professors and regular assessments by the mentees. Changes were made according to the expectations and suggestions of participating students, aiming to effectively meet their needs and represent a desirable course. Since its inception, the program has attracted increasingly more students, and enjoyed a strong positive evaluation, mainly due to the various workshops to choose from and engagement with the mentor.  Conclusion: Universities should support the creation of such mentoring programs. The program discussed in this article has been well received and points towards positive outcomes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tutoria]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Saúde Mental]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
<kwd lng="en"><![CDATA[Medicine Students]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Mental Health]]></kwd>
</kwd-group>
</article-meta>
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