Modelos de excelência e sua relação com atributos de docentes de um curso de medicina da região norte

Abstract

In medical education, a model of excellence is defined as a person who presents a standard to be replicated, someone who teaches by example, demonstrating clinical skills and knowledge, and positive professional skills. The influence of models of excellence on students can have different impacts on their academic journeys and on the choice of their future specialties, however, the approach to this theme is not frequent in our region. To describe the attributes of professors and preceptors identified by medical students as models of excellence. Observational cross-sectional, descriptive, and analytical study, carried out with data collected through an electronic form in the 2nd semester of 2022, which included professors/preceptors who carry out activities with students with patients and students enrolled between the 9th and 12th grades semester of the course. The 184 (57.5%; N=320) students participating in the study named 139 professors (those who still maintain a relationship with the Institution) as models of excellence (71.7%; 139/194). The attributes that received the highest percentages of agrément in relation to those identified as ideal were "they encourage my learning", "they are inspiring", "Has excellent technical skills - professional attributes - in their area", "Has excellent professional and humanistic skills”, “Has excellent teaching skills”, “Has excellent personal qualities” and “Has communication skills”; the attributes “Have many publications in their area of expertise” and “They are professionally successful” divided the opinion of the students. Of the participating professors/preceptors, 20% (17/85) were not cited by the students (classified as controls) and the others (n=68) were cited between 1 and 58 times (Median=7; 95%CI 4 – 10), corresponding to 48.9% (68/139) of the professors indicated by the students (models). Conclusion: The profiles of professors classified as models of excellence or controls did not differ significantly from each other, with the majority not requiring their team to treat them formally, sharing moments and/or information from their personal lives and professional experience with the work team and stating that his teammates share it too. Regarding the professional profile, most have already participated in workshops focused on the teaching process, have taken some specialization/course in teaching, are satisfied with their preferred profession and the role performed, emphasize the doctor-patient relationship, teach psychosocial aspects of medicine, provide in-depth feedback/debriefings and direct teaching according to the needs of each student. Regarding the influence of models of excellence in the medical career, the majority stated that they had noticed them in their own careers and were unanimous about the influence of these models on the students' careers as well. Considering the time devoted to different activities related to teaching/preceptorship, most spend at least 25% of their time on teaching activities, up to 5% of their time on curriculum development and up to 10% of their time on research activities.