TEACHER AND DOCTOR? PERCEPTIONS OF TEACHING ROLES IN A MEDICAL COURSE - ACTIVE METHODOLOGIES

Abstract

ABSTRACT: This study investigated perceptions of the roles played by teachers in a medical course using active methodologies in southern Brazil. The research is warranted by the need to understand how teaching practice shapes the training of reflective, committed physicians, particularly in light of updates to the National Curriculum Guidelines. A quantitative-qualitative approach was adopted, involving 41 teachers, both physicians and non-physicians, working in the basic and clinical cycles. Data were collected through a mixed questionnaire adapted from Harden and Lilley and analyzed using Bardin's content analysis. The results show that the role of learning facilitator or mentor was most frequently attributed to teachers, regardless of professional background or cycle of activity. Physician-teachers placed greater value on the role model function in clinical practice, whereas non-physician teachers emphasized pedagogical skills and the basic cycle. Despite variations in perception shaped by educational trajectories, the findings point to a shared understanding of the centrality of pedagogical mediation. The study underscores the importance of teacher training programs that strengthen guidance and learning-support skills, fostering an integrated practice aligned with the demands of contemporary medical education.