Active Teaching-Learning Strategies for Family Medicine Preceptors in the EURACT

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

摘要：引言：家庭医生（Family Doctor, FD）的执业范畴覆盖初级卫生保健（Primary Health Care, PHC），是一类专注于为个体、家庭及社区提供整合照护的专业人员。理想的家庭医生培养体系应依托家庭医学住院医师规范化培训项目（Medical Residency Programs in Family Medicine, MRPFM）开展——该项目属于在职教学场域，由同为家庭医生的带教医师（preceptor）全程指导住院医师。接受过系统教学法培训的带教医师，能够有效参与青年医师的培养过程，助力其掌握未来执业所需的核心技能。
主动学习教学法（Active Learning Methodologies, ALM）以批判教育学为理论根基，围绕真实问题搭建教与学的发展路径，倡导从实践中提炼理论知识，以此培养学员对周遭环境的批判性认知，并引导其以推动环境变革为目标开展实践行动。主动学习教学法依托主动教与学策略（Active Teaching-Learning Strategies, ATLS）落地于教学流程中，此类策略是带教医师用于住院医师日常培训的高效教学资源，可划分为两类：主动教与学动态活动（Active Teaching-Learning Dynamics）与主动教学行动（Active Teaching Actions）。本文报告了一项针对家庭医学带教医师的培训课程对其应用主动教与学动态活动及主动教学行动的影响研究。
方法：本研究采用定性比较个案研究设计，结合社会人口学调查问卷、半结构化个人访谈与实地笔记开展数据采集，并通过内容分析法对采集到的信息进行编码与分析。研究对象为来自巴西圣保罗州4个家庭医学住院医师规范化培训项目的10名带教医师，其中半数参与过莱昂纳多EURACT一级培训课程，半数未参与该课程。
结果：参与过该培训课程的带教医师反馈，其对主动教与学策略的认知水平与应用频次均显著提升，尤其在主动教与学动态活动与主动教学行动两类策略的掌握与使用上表现更为突出。
结论：研究结果显示，莱昂纳多EURACT一级教学技术可有效改变参训带教医师的教学实践，参训者在日常教学中对相关教学工具的使用频率与掌握程度均有显著提升。此外，该培训课程可帮助带教医师更深入地理解所传授的教学动态与活动设计，进而推动住院医师的批判性学习，同时培养其临床执业自主性。