Problem-Based Learning (PBL) contributes to the active search for necessary information and skills for professional internship training. This study aimed to estimate how Famema medical students and their preceptors understand the active learning process in the construction of knowledge in internship activities. A qualitative study was conducted with groups of interns and preceptors, who were interviewed for data collection. Content analysis was applied and three empirical categories common to students and preceptors were found as a result: a) the preceptors’ pedagogical action in constructing the interns’ knowledge – their commitment to maintaining dialogue; b) the influence of setting, the patients and pedagogical actions on the teaching and learning processes in the preceptorship; and c) PBL and the Famema internship – the reflection of the active pedagogical process in knowledge construction and student training. These categories demonstrated the difficulty in continuing the active learning process.
Medical Education; Medical Staff; Problem-Based Learning