Teacher and doctor? perceptions of teaching roles in a medical course - active methodologies

Abstract

This study investigated perceptions of the roles played by teachers in a medical course in southern Brazil that uses active methodologies. The study is justified by the need to understand how teaching practice influences the training of reflective and committed doctors, especially in light of updates to the National Curriculum Guidelines. Methodologically, a quantitative-qualitative study was conducted with 41 teachers, both physicians and non-physicians, working in the basic and clinical cycles. Data were collected using a mixed questionnaire adapted from Harden and Lilley and submitted to Bardin's content analysis. The results indicate that the role of learning facilitator or mentor is most often attributed to teachers, regardless of their professional profile or cycle of activity. It was observed that medical teachers value the role of role model in clinical practice more, while non-medical teachers emphasize pedagogical skills and the basic cycle. It is concluded that, despite variations in perception shaped by educational trajectories, there is a consensus on the centrality of pedagogical mediation. The study highlights the importance of teacher training programs that strengthen guidance and learning support skills, promoting an integrated practice consistent with the demands of contemporary medical education.