Profile of teachers for the tutorial teaching of medicine courses: a guiding process for the construction of local reality problems

Abstract

Medicine courses have in their curricular guidelines a proposal for the implementation of teaching based on the community that the institution is inserted. The objective here is to know the profile of the teachers of the Tutorial Teaching of a medical course. This is a descriptive, quantitative, prospective study, carried out with the professor of the tutorial teaching module in the 2018.2 and 2019.1 semesters of the medical course of a public institution, with 50% of the teachers having between 5 and 10 years of teaching career. All were experienced with tutorial teaching. The majority (57%) found themselves for at least 2 years without capacitation aimed at tutorial teaching. The participating teachers were from the most diverse courses. The majority (57%) said they were close or very close to the local reality before tutorial teaching. Even after their insertion in tutorial teaching, 43% of the teachers reported little proximity. All teachers responded that they had reasonable knowledge about the topics discussed in tutoring. 29% considered little to follow the intervention step performed by students in tutorial teaching. 83% reported that learning about the topics discussed is considered reasonable. The most varied topics were covered in tutorial teaching: communicable and non-communicable diseases, parasitic diseases and, environmental and social problems.