“Preceptor, me?” Theoretical essay on the role of teaching in healthcare residence

Abstract

The construction of educational processes requires an expansion of the traditional teaching model in favor of dialogical education. The multiprofessional health residency is a lato sensu specialization modality with a workload divided between theoretical, practical, and theoretical-practical teaching activities. Preceptors facilitate these activities, and SUS is the main school. This essay aims to discuss teaching identity and the need for preceptorship training to fulfill its role. To support this reflection, we will use theoretical essay as methodology, promoting a critical analysis construction, based on the author’s reflective and argumentative exposition. These professionals need to be qualified, in addition to learning the skills required for their role.