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      O que É um Tutor? Representações do Papel em um Grupo de Professores de Medicina durante o Processo de Seleção Translated title: What Is a Mentor? Social Representations about the Tutor's Role Among Medical Faculty During the Selection Process

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          Abstract

          Resumo: Na seleção de professores da FMUSP para o Programa Tutores foram investigadas, em um subgrupo de candidatos, as representações associadas ao futuro papel de tutor. As respostas foram categorizadas tendo como eixo de análise dois pontos: 1) a simetria ou assimetria na relação tutor-aluno; e 2) a esfera de atuação do tutor (ampla ou puramente acadêmica). Nas associações produzidas, predominaram relações assimétricas, especialmente aquelas referentes a papéis profissionais (orientador e conselheiro) e a papéis afetivo-familiares (principalmente o da figura paterna). Nas associações de caráter relacional simétrico, foram enfatizados os aspectos de vínculo, proximidade, apoio, suporte, disponibilidade e amizade entre tutor e aluno. Aspectos negativos associados ao papel do tutor (disciplina, repressão) foram pouco explicitados pelo grupo como um todo. Não surgiram diferenças estatisticamente significativas entre os candidatos do sexo masculino e do sexo feminino em nenhuma das categorias, mas observou-se uma tendência de os homens se concentrarem mais nos papéis profissionais e 35 mulheres nos papéis afetivo-familiares. As esferas de atuação dos diferentes papéis apresentados explicitaram principalmente ações amplas, isto é, direcionadas tanto à vida acadêmica quanto à vida pessoal.

          Translated abstract

          Abstract: In the selection of medical professors for the Tutorial Program at the Medical School of the University of São Paulo (FMUSP), representation about the future role were explored in a subgroup. The social representation given were classified and analyzed through two aspects: 1) the symmetrical or asymmetrical characteristics of the tutor-student relationship and 2) the tutor's area of performance (broad or strictly academic). Asymmetrical relationships prevailed in the associations produced, especially those referring to professional roles (advisor and counselor) and affective-familiar roles (especially the father figure). Symmetrical relationships emphasized proximity support availability, and friendship between tutors and students. There was little mention of negative aspects of the tutor role (discipline, repression). No statistical difference was found between men and women in any of the categories. However, male teachers tended to emphasize professional roles (especially counselor and advisor), while women prioritized affective-familiar roles. In the symmetrical relationships, professors emphasized proximity, support and help. Negative aspects associated with the tutor's role were mentioned less frequently in the group as a whole. The tutor's performance was considered to be broad for most professors, i.e., focused on both academic and personal life.

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          Faculty mentoring programmes.

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            Support and faculty mentoring programmes for medical students in Germany, Switzerland and Austria.

            To study what is being done at German-speaking universities regarding the counselling and tutoring of students, we carried out a survey among the deans of medical faculties in Germany, Austria and Switzerland. Our main concern was if any such projects were already available to the medical student or whether efforts to this purpose were under way. We focused in particular on faculty mentoring programmes, a continuous tutoring by designated members of the faculty on a person-to-person basis. German, Austrian and Swiss medical faculties. Medical faculty deans. The return rate was 80%. While general student counselling is, if required, available at nearly all of the faculties, faculty mentoring programmes are offered by only 36.1% of the medical schools, and individualized career counselling by 30.6%. Compared to other countries, such as the United Kingdom or the United States, counselling and tutoring programmes, e.g. career planning or faculty mentoring, are not generally available to the German medical student. Regional differences are evident, which can be attributed to differences in the universities' legal and financial situation. The medical faculties at German-speaking universities should make it their priority to offer these services to the student on a permanent basis.
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              Developing senior doctors as mentors: a form of continuing professional development. Report Of an initiative to develop a network of senior doctors as mentors: 1994-99.

              Senior doctors report that mentoring skills are transferable to everyday medical practice and managing juniors. An analysis of views from consultants and general practitioners, who had trained together on a regional mentoring scheme, reveals significant potential for personal and professional development in such networks. The Northern and Yorkshire Region Doctors' Development and Mentoring Network was set up in 1994. Since then there have been six programmes with 116 senior doctors participating. In 1997 there was an evaluation of the first four programmes. Focus groups and postal questionnaire. There were responses from 71 senior doctors, giving a response rate of 86%, and responses from 78 professional stakeholders in 49 NHS organizations, a response rate of 54%. Results indicate that the programmes were highly valued by the participants, particularly with regard to: being part of a network of senior doctors; developing mentoring skills, and engaging in personal and professional development. The most difficult part of the programme was setting up mentoring networks for junior doctors, and reasons included: personal factors, such as levels of confidence in providing mentoring; cultural factors, such as juniors not wishing to be seen to need help, and organizational factors, such as lack of time allocated for mentoring. RECOMMENDATIONS AND ISSUES FOR FURTHER DEBATE: The positive benefits from the scheme raise questions about how to develop mentoring training for senior doctors. Issues include: developing mentors; who needs mentoring; mentoring and the organization; transferability of mentoring skills, and widening the network.
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                Author and article information

                Journal
                rbem
                Revista Brasileira de Educação Médica
                Rev. bras. educ. med.
                Associação Brasileira de Educação Médica (Brasília, DF, Brazil )
                0100-5502
                1981-5271
                September 2003
                : 27
                : 3
                : 205-212
                Affiliations
                [1] orgnameUniversidade de São Paulo orgdiv1Faculdade de Medicina Brazil
                Article
                S0100-55022003000300205 S0100-5502(03)02700300205
                10.1590/1981-5271v27.3-007
                03fa6475-ec7d-4eb7-986d-0bb723a863b6

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                History
                : 28 July 2003
                : 07 October 2003
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 16, Pages: 8
                Product

                SciELO Brazil

                Categories
                Pesquisa

                Education, Medical,Personal Selection,Professional Role,Mentorship,Educação Médica,Seleção Pessoal,Papel Profissional,Tutoria

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