Preceptorship in medical residency: an evaluation from the preceptors’ perspective

ABSTRACT

Introduction:

The role of the preceptor, in the context of Medical Residency, is crucial for the qualified training of professionals and specialists in their areas of activity, requiring clinical and pedagogical competencies and the understanding of their attributions and objectives to be achieved in the teaching-learning interaction with residents.

Objectives:

To evaluate the perception of medical residency preceptors regarding their role in teaching activities; to know the socio-demographic profile of preceptors and to identify topics to be improved in the practice of preceptorship.

Methods:

This was a descriptive study, with a qualitative and quantitative approach conducted with the preceptors of the medical residency programs of Pediatrics, Neonatology, Pediatric Intensive Care and Gynecology-Obstetrics. Through a structured questionnaire validated in the literature, five domains related to pedagogical practice were evaluated, in addition to three open questions about the preceptor’s opinion about the preceptorship, positive points and areas for improvement in their practice. In the analysis, descriptive statistics and percentages of positive perceptions and negative perceptions were used, according to the answers to the structured questionnaire. For the analysis of the open questions, the categorization technique was used.

Results:

There was a predominance of positive perceptions in the domains related to Pedagogical Competence, Teaching-Service Interaction and Presence of the Resident in the Field of Practice, while the negative perceptions were concentrated in the domains related to Educational Resources and Support and Educational Program Planning. The qualitative analysis evidences the preceptors’ awareness of their role, highlighting as positive points the stimulus for constant updating and personal and professional satisfaction. As areas for improvement, we highlight the need for greater participatory space in planning, the development of research with residents and the need to formalize the role of preceptor in institutions, corroborating the perceptions obtained in the structured questions.

Conclusion:

The role of the preceptor is fundamental for the good training of the medical specialist in the context of medical residency programs, integrating technical excellence in the specialty and pedagogical expertise, favoring meaningful learning. Empowering preceptors, qualifying them pedagogically and seeking recognition of their performance, can improve the training of the medical specialists and health care.

Keywords:
Medical Residency; Preceptorship; Medical Education