MODELING: THE TEACHER AS ROLE MODEL FOR INTERNS AND RESIDENTS

Introduction and Objectives: The expansion of residency programs in Community and Family Medicine at the national level has created an unexpected demand for trained professionals to guide and form this kind of specialist. Thus, many new young graduates of his program specialization become preceptors early. Student supervision in family medicine requires a unique relationship between the preceptor-resident pair, since they spend long hours together. Teaching and learning techniques and assessment methods are studied in this medical specialty like no other, existing inclusive preceptors training courses. This work supports the thesis based on the direct role of the teacher as a medical team that shares the work while mentoring their residents. Method: We interviewed four residents that formed on the mentoring of a preceptor with this profile, revealing the main failures and successes of this model. Results and Conclusions: The reports demonstrated that the presence of the teacher in the room with the resident, in the process of direct observation and stoning of communication skills, control of time, uncertainty and second clinical opinion is necessary. However, when it is out of proportion can limit the development of autonomy and the resident leadership to manage a family health team and become a reference for its population. A minimum weekly schedule it is necessary for those young preceptors that found themselves in management and teaching positions too soon.