Medical who train medical: mobilized knowledge and practice challenges in the daily teaching day

Abstract

Focused on the constitution of the professionality of doctors who train other doctors, the article aims to analyze the knowledge mobilized and the challenges of practice in everyday teaching. The technical procedure used was a Case Study and the observation space was the Faculty of Medicine of the Universidade Federal de Rio Grande. The research, of a qualitative nature and with an exploratory characteristic, collected empirical material through semi-structured interviews with ten medical teachers of the course and data analysis anchored in the methodology of Discursive Textual Analysis, based on a sequence of three procedures: deconstruction of texts, unitarization and categorization, through which the emerging new is captured and the new understanding is validated and communicated. The work indicates challenges faced by teachers in the area, especially regarding the lack of adequate pedagogical training to work in higher education. Furthermore, it points out that they use specific or technical knowledge, experiential knowledge, personal knowledge and try to make up for the lack of pedagogical knowledge through courses in the area of education, through Master's and Doctorate degrees and with constant reflection on their teaching role. We highlight the need for concern and encouragement on the part of the University for the pedagogical training of teachers, especially before starting teaching or in curricular changes.