Desenvolvimento de competências pedagógicas no serviço de endoscopia digestiva do Hospital Universitário Onofre Lopes

Abstract

Health education is often carried out intuitively and following traditional pedagogical principles. There is currently a movement aimed at encouraging the insertion of wellestablished and proven pedagogical processes in other areas of knowledge for medical education. The lack of pedagogical development of teachers and preceptors makes the teaching-learning process difficult, resulting in residents training focusing on knowledge and not on professional competence. In addition, it may cause discomfort to preceptors and teachers who, without specific preparation, on how to teach and evaluate learners/residents, do so intuitively or even move away from preceptorship, impairing the quality of education. Preceptors are experts in performing all procedures, but without academic training about the teaching-learning process. This study aims to identify the previous knowledge and possible difficulties of preceptors and teachers in instruction of digestive endoscopy residency, aiming to systematize a training program based at the development of teaching skills of the preceptor in the Programa de Residência Médica em Endoscopia Digestiva (PREMED) of Hospital Universitário Onofre Lopes (HUOL). This is an exploratory, descriptive study involving preceptors and teachers working at HUOL PREMED. Initially, a questionnaire was applied to identify prior knowledge about teaching and learning, as well as the main difficulties. Then, two pedagogical training meetings were held and two manuals were prepared, one for residents and other for HUOL digestive endoscopy residency preceptors. At the end, the perceptions of residents and preceptors regarding the process of training in the endoscopy residency were analyzed. Eight preceptors participated, with working time in the preceptorship less than five years (75%), with little experience with teaching (37%). The main difficulties reported were about residents' assessment and the lack of pedagogical training about the process of formation in the residences. The preceptor’s handbook presents specific topics on teaching strategies, assessment; feedback and adult learning as well as program information issues. The perception of residents and preceptors was convergent about stimulating clinical thinking, active learning and the use of feedback both frequent and important tools in the teaching-learning process of residence. The preceptors of the HUOL endoscopy residency are young, with little time in preceptorship and little pedagogical experience. The manuals may support teaching development, a fact recognized as relevant and lacking in the aforementioned residency program. Initiatives to improve the teaching-learning process have resulted in encouraging clinical thinking and active learning, as well as a more elaborate assessment with opportunity for feedback on the perceptions of residents and preceptors.