The aim of this licentiate thesis was to describe the experiences of medical interns and general practitioners (GPs) communicating with and writing referrals to the radiology department. The referral is a major communication tool between medical professionals to establish an accurate diagnosis.    Data were collected by means of qualitative research, using focus group interviews with three groups of medical interns during their internship in hospitals and with three groups of general practitioners in their health care centre. Data were analysed using qualitative thematic content analysis.      The study showed some differences between the groups in that the medical interns required more support in both referral writing situations and the decision portion of the process, choosing imaging modality. The general practitioners were more confident in the narrative process of the referral, writing facts and formulating diagnostic questions, but similarly they needed additional support in decisions concerning the imaging portion of the process. The GPs even advised an evident share of responsibility by letting the radiologists control the choice of imaging method. Both groups suggested different opportunities for dialogue and education as crucial to achieving improvements. The results can be discussed in relation to the specific radiology knowledge and are characterized by a combination of specific expert knowledge and tacit knowledge. The means of communication could be evaluated from different perspectives in relation to what referents and staff in the radiology department perceive and expect. The results can also be assessed in relation to the demand-control-support theory. In this respect, the medical interns experienced high demands and poor control and support, while the GPs experienced demands differently; they often controlled their situation but still needed enhanced radiological support.

Made available in DSpace on 2016-04-04T18:32:43Z (GMT). No. of bitstreams: 1 Andrea Mendes Baffa.pdf: 603143 bytes, checksum: bfecf297a2e3456c7c4edc46a0134dd1 (MD5) Previous issue date: 2008-02-20 / This work studies the Medical Internship of PUC Campinas from 2006 to 2007 by letting the principal individuals involved in its process of teaching/learning students and teachers speak out. Based on a theoretical reference about what could be the function of grading in the process of in-service learning, its purpose is to discover those elements that could be diagnosed. The study employs a qualitative approach involving semi-structured interviews with subject-partners. Afterwards, the data is analyzed using Discourse Analysis in the light of the bibliography that provides the theoretical support for the same The fundamental question orienting this work was: could it be that grading in Medical Internship at PUC Campinas a period of the course that has such peculiar and diverse characteristics compared to the others since it is in-service learning is still practiced favoring cognitive dominion, i.e., verification of technical knowledge in detriment to the rest of dominions like the emotional and psychomotor? From this indagation the following specific objectives are arrived at: to see what are the difficulties of the teacher-doctor of Internship at PUC Campinas in elaborating and applying a formative grading process that is inclusive and dialogic; to identify what concept the students and teachers have about grading (does the grading process influence the learning of the student?); and finally, to diagnose what are be the differences and similarities between the grading practiced in the beginning periods of the course and in Internship. We analyze the discourse of the teachers and students interviewed, using Discourse Analysis and elaborating thematic lines of analysis in order to let the subjects talk about the grading process for us to identify their concepts of grading. In the final considerations we present contributions for constructing a grading process that is more inclusive and dialogic, committed to forming the citizen-doctor. / Tendo como cen?rio o Internato M?dico da PUC-Campinas nos anos de 2006 e 2007, demos voz aos atores principais do processo ensino aprendizagem alunos e professores a fim de buscarmos elementos que nos permitissem a elabora??o de um diagn?stico embasados em um referencial te?rico sobre qual seria a fun??o da avalia??o no processo de aprendizagem em servi?o. Trata-se de uma pesquisa de abordagem qualitativa em que foram realizadas entrevistas semi-estruturadas com sujeitos parceiros da pesquisa e posterior realiza??o da an?lise dos dados, utilizando categorias da An?lise do Discurso, ? luz da bibliografia que d? suporte te?rico ? mesma. A quest?o fundamental que norteou este trabalho foi: ser? que a avalia??o do Internato M?dico na PUC-Campinas que ? um per?odo do curso que guarda caracter?sticas peculiares e t?o diversas dos demais, uma vez que se caracteriza pelo aprendizado em servi?o ? ainda praticada de modo a privilegiar o dom?nio cognitivo, isto ?, a verifica??o de conhecimentos te?ricos em detrimento dos demais dom?nios: afetivo e psicomotor? Dessa indaga??o adv?m os seguintes objetivos espec?ficos: procurar apontar quais seriam as dificuldades do professor-m?dico do Internato da PUC-Campinas na elabora??o e aplica??o de um processo avaliativo formativo, includente e dial?gico; identificar dentre os alunos e professores do Internato M?dico da PUC-Campinas qual a concep??o que e ambos t?m de avalia??o (haveria influ?ncia da pr?tica avaliativa sobre o aprendizado do aluno?) e finalmente, diagnosticar quais seriam as diferen?as e semelhan?as entre a avalia??o praticada nos per?odos iniciais do curso e no Internato. Analisamos os discursos de professores e alunos entrevistados, valendo-nos da An?lise do Discurso e elaborando eixos tem?ticos de an?lise, a fim de darmos voz aos sujeitos do processo avaliativo, e com isso, identificarmos suas concep??es de avalia??o. Por fim, nas considera??es finais apresentamos contribui??es para a constru??o de um processo avaliativo mais inclusivo, dial?gico e compromissado com a forma??o do cidad?o m?dico.