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Clinical preceptorships that nurture virtual care competencies among family medicine residents or physicians in-training remain understudied. Guided by epistemological views of pragmatism and social constructivism, I designed and implemented a three-phase exploratory mixed-methods study to address the following research questions: • How is clinical preceptorship in virtual healthcare settings conceptualized within the field of postgraduate medical education? • What are the gaps in the way clinical preceptorship in virtual healthcare settings is conceptualized in the field of postgraduate medical education? • To what extent do preceptors involve, prepare, and assess family medicine residents in virtual healthcare settings? • How do preceptors assess and provide feedback to family medicine residents in virtual healthcare settings? In phase I, a scoping review identified 24 peer-reviewed articles (published before February 25, 2021) relevant to clinical precepting with postgraduate medical trainees in virtual healthcare settings. In a sequential manner, I then led a one-time online survey (phase II; n = 38) and key informant interviewing (phase III; n = 13) with preceptors of family medicine residents. National data confirmed that clinical precepting in virtual healthcare settings can be characterized by individual factors, preceptor-resident behaviors, and workplace artefacts. Additional insights supported preceptors’ ability to engage family medicine residents in virtual care activities, along with the constraints and strategies to supervise them effectively. Opportunities to assess competency are possible; however, preceptors identified gaps in assessment practices to identify underperformance in the virtual therapeutic frame. A key research deliverable is a thematic framework illustrating the experience of clinical precepting in virtual healthcare settings. Drawing on adaptive expertise, actor-network theory, and praxeology, the final article elucidates how this work contributes to educational solutions and research directions for competency-based family medicine education.

Approval Walden University College of Health Sciences This is to certify that the doctoral study by Brenda Gould-Johnson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Eric Anderson, Committee Chairperson, Health Services Faculty Dr. Patti Urso, Committee Member, Health Services Faculty Dr. Jonas Nguh, University Reviewer, Health Services Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Walden University College of Health Sciences This is to certify that the doctoral study by Brenda Gould-Johnson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Eric Anderson, Committee Chairperson, Health Services Faculty Dr. Patti Urso, Committee Member, Health Services Faculty Dr. Jonas Nguh, University Reviewer, Health Services Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Decreasing Attrition of Novice and Newly Hired Professional Nurses Through Preceptorship by Brenda Gould-Johnson MSN/ED, University of Phoenix, 2012 MPAH, Golden Gate University, 1990 BSN, Norfolk State University, 1986 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University November 2015

Thesis (MPhil)--Stellenbosch University, 2012. / Background: Preceptorship refers to a teaching and learning approach through which a well experienced clinician is contracted to provide clinical teaching, supervision, role‐modeling of professional and clinical practice skills and assessment of students in a clinical setting. This approach often involves three groups of people, namely: faculty, students, and clinicians (preceptors). The preceptor in this study refers to a registered nurse who supervises and conducts clinical assessment of students in a clinical area, while at the same time is responsible for patient care. The focus of this study was to explore preceptors’ opinions regarding the implementation of preceptorship in the diploma in the nursing curriculum diploma in the nursing curriculum in Botswana. Emphasis was placed on seeking information on how preceptorship is implemented, the strengths and challenges regarding its implementation and suggestions as to how it should be strengthened to contribute positively towards teaching and learning of students. Methodology: A mixed cross‐sectional descriptive design, using a survey was used. . The design was adopted because of its ability to provide a broad understanding of the concept under study by allowing participants to share their experiences and opinions about a specified situation. Both the qualitative and quantitative data were collected simultaneously. A standardized self‐developed structured questionnaire using both closed ended and few open ended questions and consisting of scaled self‐report items and checklists was used to collect data from forty‐four (44) preceptors and three (3) third year level coordinators from the three (3) health training institutions. Quantitative data were analyzed using SPSS, while the qualitative data were analyzed for frequency of common themes. Descriptive statistics in the form of frequency tables and charts, as well as measures of central tendencies, were used in the analysis of quantitative data. Results: The findings revealed that preceptorship program was not well coordinated as there were no preceptorship manuals to guide the implementation of preceptorship program. On the positive side, however, preceptors felt comfortable and competent to supervise and assess students, despite the fact that most of them had not received preceptorship training or orientation. With regard to preceptor support, it was evident that there was need for major support in regard to improved communication between preceptor and faculty, improved support by the health facility manager and the need for strengthening preceptor training and orientation. The majority of the respondents have recommended for preceptorship orientation /training targeted at addressing some of the following topics: Student and preceptor roles, curriculum requirements, clinical teaching and assessment skills, leadership skills and how to access resources from the health training institutions. A significant number of preceptors felt that it was important to receive feedback about students’ progress from faculty and to receive feedback from students regarding their experiences in the clinical internship sites. Lastly, preceptors also felt that there was need for introducing incentives into the preceptorship program Conclusion The key areas that emerged from the study indicated an uncoordinated and unstructured preceptorship program in the diploma nursing curriculum. Preceptor support is limited as evidenced by report of lack of training or orientation of preceptors to their preceptorship role. To ensure sustainability of preceptorship program there is need to improve the following areas: preceptorship training and orientation, and preceptorship support by both the health training institution and the health facility managers. Key words: Preceptors, preceptorship, orientation, socialization, student assessment, and faculty support, clinical teaching, mentor, clinical supervisor.

Despite a shortage of Registered Dietitian Nutritionists (RDNs), only half of applicants currently match with a dietetic internship. A key reason is a shortage of preceptors. The purpose of this cross-sectional study was to better understand RDNs’ views of the preceptor role. An online survey was sent to a randomly selected sample of 10% of RDNs. A total of 1,170 RDNs completed the survey. The survey collected data on reasons dietitians precept, training received, and incentives. Five scales measured supports, benefits, satisfaction, commitment, and barriers to the preceptor role. Three groups of RDNs—current (37.1%), former (33.6%), and never preceptors (29.3%)—were compared and a regression analysis used to determine factors associated with precepting. The main reason RDNs precept was to help the field. Two-thirds of respondents would precept if it were their choice, yet only 37% were current preceptors. RDNs were somewhat dissatisfied with incentives. Continuing Professional Education Units (CPEUs) for precepting was the most common incentive (9.3%), while 35.6% received no incentives. The benefits scale mean scores were similar across the three groups, while current and former preceptors scored significantly higher (p < .001) than the never precepted group on the commitment, satisfaction, and support scales. The never group had significantly higher barriers (p < .001). The top barriers were increased stress from having interns, time-consuming/increased workload, and lack of incentives. Most (69%) RDNs received no preceptor training. Several factors were associated with being a current preceptor: fewer years as an RDN, Bachelor’s degree as the highest degree, holding a specialization credential, working full-time, working/residing in urban areas, working for a DI program, being on a DI advisory committee, and higher commitment scale scores. This study provides valuable insights for increasing RDNs who become preceptors, especially as the field transitions to the competency-based Future Education Model, which combines a graduate degree and supervised experiential learning. RDNs can be recruited as preceptors early in their career and encouraged to become members of advisory committees to connect them more to the preceptor role. Training for precepting can be widely provided, incentives improved, and barriers addressed to reduce stress for RDNs to precept.

Introdução: Programas de Tutoria/Mentoring, por meio de uma relação próxima junto aos alunos, oferecem suporte e também um ambiente de reflexão para uma formação profissional. O interesse pelo tema é crescente dentro e fora do Brasil, entretanto, são poucos os estudos que examinam o mentoring considerando as experiências dos próprios alunos, tal como eles as vivenciam. Objetivo: Compreender a experiência vivida por alunos de Medicina na atividade de Tutoria/Mentoring da Universidade Federal de Minas Gerais (UFMG). Método: Pesquisa documental com análise fenomenológica dos relatórios produzidos pelos alunos ao final da atividade no 5º período do curso. Resultados: Os elementos experienciais presentes nos depoimentos deram origem a grupos de vivências em três conjuntos temáticos: 1. O contexto da tutoria - os alunos vivenciaram a necessidade e pertinências de suporte para o estudante de Medicina e a inserção da atividade no 5° período do curso; 2. O vivido na tutoria - a tutoria foi vivenciada como espaço de liberdade e abertura às necessidades dos estudantes, onde vários assuntos puderam ser discutidos. Nos encontros, os alunos vivenciaram uma nova qualidade de relação no contexto acadêmico, construída por meio do compartilhar dos desafios e fragilidades vivenciados ao longo do curso. Reconheceram ter conhecido mais e melhor seus colegas de turma e consideraram os tutores como pessoas disponíveis a acompanhá-los em sua formação; 3. A avaliação da experiência - os alunos, com poucas exceções, vivenciaram a tutoria de forma positiva, como uma ação de humanização do ambiente acadêmico, e recomendam sua continuidade e extensão para outros momentos do curso. Conclusões: A relação de tutoria mostrou contribuir tanto no enfrentamento das vicissitudes da formação quanto no exercício de habilidades como a escuta, a aceitação e a comunicação, fundamentais para a boa atuação do médico em seu cotidiano profissional. O Mentoring mostrou ser valioso referencial teórico e prático de atenção ao estudante ao contribuir tanto para o suporte pessoal e profissional ao estudante quanto para as demandas de formação em áreas humanísticas no currículo médico / Introduction: Mentoring Programs offer support and reflection for professional development through a close relationship with the students. Interest in Mentoring has increase in Brazil and around the world. However, few studies examine the mentoring considering the experiences of the students. Objective: To understand the lived experience of medical students of Federal University of Minas Gerais (UFMG) in the Mentoring Program. Method: Documentary research with phenomenological analysis of the reports students at the end of the Mentoring Program. Results: The elements present in the reports gave rise to three thematic groups of experiences: 1. The context of Mentoring - students experienced the need and relevance of support during the graduation , especially in the fifth period of the course; 2. Was lived in Mentoring - the students experienced mentoring as a space open to their needs, were many issues was freely discussed. In the meetings, the students experienced a new kind of relationship, built through the sharing of challenges and weaknesses faced throughout the medical course. They revealed having known better their classmates and their tutors were considered as persons available to accompany them in their training; 3. The experience\'s evaluation - the students, with few exceptions, have had a positive experience with Mentoring, as an act of humanization of the academic environment, and recommend its continuation and extension to other periods of course. Conclusions: The Mentoring relationship showed contribute in facing the vicissitudes of training and in the exercise of skills such as listening, acceptance and communication, fundamental skills to the good performance of the medical professional in your daily life.The experience of Mentoring students showed intersections between the student support and the demands of training in humanistic goals in medical education

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-09T17:00:22Z No. of bitstreams: 1 Patricia Cristina Cavalari de Oliveira.pdf: 911925 bytes, checksum: b6bf51542fe63515cde7e9658deb7f7d (MD5) / Made available in DSpace on 2016-08-09T17:00:22Z (GMT). No. of bitstreams: 1 Patricia Cristina Cavalari de Oliveira.pdf: 911925 bytes, checksum: b6bf51542fe63515cde7e9658deb7f7d (MD5) Previous issue date: 2016-06-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The nursing preceptorship is an educational activity that has been strengthening, even though in a discreet way, in the scientific literature in Brazil. Competencies for preceptorship emerge as a recurring theme when one discusses undergraduate training and internship programs in the health area. Studies on the competencies required for nursing preceptorship are scarce and competencies for preceptorship nursing in institution of higher education were not found. In this scenario, the objectives of this research study were to identify and analyze the skills for nursing preceptorship in higher education and to build a framework of nursing preceptorship competencies from the related literature, the pedagogical project of a degree program in nursing, from its training manual, from its preceptorship project, from the opinion of the preceptors who act on it and from the own experience of the researcher in preceptorship. This is a methodological study of quali-quantitative, descriptive and exploratory approach with content analysis and categorization using the Delphi Technique. The study population interviewed was of 9 preceptors from a nursing undergraduate program of the Private University School of Health Sciences, in the city of São Paulo. As a result, the researcher built a framework of competencies for nursing preceptorship in higher education, with 115 related competencies in 11 areas of domains of expertise, namely: educational, teamwork, communication, management, problem solving, health promotion, health care, professional values, community-oriented, in public and private health sciences and professional development. The Delphi Technique was used to achieve the opinion of preceptors on the instrument/questionnaire framework to which has been added the Likert scale with scores of 1 to 5. The mean, the median and the percentage of consensus were calculated and resulted in the percentuals 88.9% and 100%; being that of the 115, 103 skills resulted in the consensus percentage of 100%, demonstrating high level of convergence of opinion among the preceptors. In the open question of the questionnaire, the preceptors reaffirmed the importance of some competencies to the development of nursing preceptorship in higher education and showed the need for the nursing preceptor to have pedagogical competencies to teach at that level of education / A preceptoria de enfermagem é uma atividade de ensino que vem se fortalecendo, ainda que de modo discreto, na literatura no Brasil. Competências para preceptoria emergem como tema recorrente quando se discute estágio de graduação e programas de residência na área da saúde. Estudos sobre competências para preceptoria de enfermagem são escassos e de competências para preceptoria de enfermagem em instituição de ensino superior não foram encontrados. Neste cenário, os objetivos deste estudo foram identificar e analisar as competências para preceptoria de enfermagem no ensino superior e construir um referencial a partir da literatura, do projeto pedagógico de um curso de graduação em enfermagem, do seu manual de estágio, do seu projeto de preceptoria, da opinião dos preceptores que nele atuam e da experiência da pesquisadora em preceptoria. Trata-se de um estudo metodológico de abordagem qualiquantitativa, descritiva e exploratória com análise de conteúdo por categorização temática e com o uso da Técnica Delphi. A população de estudo entrevistada foi de 9 preceptores do curso de graduação de enfermagem da Universidade Privada Escola de Ciências da Saúde, na cidade de São Paulo. Como resultado, a pesquisadora construiu um referencial de competências para preceptoria de enfermagem no ensino superior, com 115 competências relacionadas em 11 áreas de domínios, a saber: educacional, trabalho em equipe, comunicação, gerência, resolução de problemas, promoção da saúde, atenção à saúde, valores profissionais, orientada à comunidade, em ciências da saúde pública e privada e desenvolvimento profissional. A Técnica Delphi foi usada para obter a opinião dos preceptores no instrumento/questionário (referencial) ao qual foi adicionada a escala de Likert com scores de 1 a 5. Foram calculadas a média, a mediana e o percentual de consenso que resultou nos percentuais 88,9% e 100%; sendo que das 115 competências, 103 resultaram no percentual de consenso de 100%, demonstrando alto nível de concordância entre os preceptores. Na questão aberta do referencial, os preceptores reafirmaram a importância de algumas competências para o desenvolvimento da preceptoria de enfermagem no ensino superior. Ficou evidente nessa pesquisa a necessidade de o preceptor de enfermagem possuir competência pedagógica para ensinar neste nível de ensino

Orientador: Eliana Goldfarb Cyrino / Resumo: Introdução: A Residência Médica é considerada o padrão-ouro para a formação de médicos especialistas, tanto no Brasil quanto em outros países, sendo institucionalizada oficialmente a partir de 1977 no país. Um dos programas que mais cresceu nos últimos anos, em termos de vagas ofertadas, foi o de medicina de família e comunidade. Dentro da organização dos programas de residência consta a participação de um profissional responsável pela formação, o preceptor. Esse profissional pode ser considerado o principal responsável pelo residente em medicina de família e comunidade, pois estarão juntos por 2 anos consecutivos e exercerá a função de modelo, na prática do trabalho, na formação desse profissional. Contudo, o termo preceptor pode estar bem consolidado para outras residências, mas na medicina de família e comunidade há necessidade de maior exploração sobre o papel desse profissional. Assim, se reconhece a necessidade de se conhecer as características desse profissional, sua formação, tanto técnica (dentro da área) quanto pedagógica para exercer seu papel, quais as potencialidades e desafios que esse trabalho exige e se tem algum apoio pedagógico para tal. Objetivos: Identificar o perfil dos preceptores dos programas de residência médica em medicina de família e comunidade do estado de São Paulo, conhecendo suas características pessoais, profissionais e formação. Materiais e Métodos: Estudo exploratório, de caráter qualitativo e quantitativo, no qual foram aplicados questionár... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Introduction: The Medical Residency is considered the gold standard for the training of medical specialists, both in Brazil and in other countries, being officially institutionalized from 1977 in the country. One of the programs that most grew in recent years, in terms of vacancies offered, was the General Practice/Family Physician field. In the organization of the residency programs there is a professional responsible for the student training, the preceptor. This professional can be considered the main responsible for the resident in General Practice/Family Physician, as they will be together for two consecutive years and the preceptor will be the example, in the practice of work and in the training of this professional. However, the term “preceptor” may be well consolidated for other residences fields, but in the General Practice/Family Physician field there is a need for greater exploration on the role of this professional. Thus, it is necessary to know the characteristics of this professional, its formation, both technical (inside his area) and pedagogical, what the potentialities and challenges that this work requires and whether he has some pedagogical support. Aims: To identify the profile of preceptors in General Practice/Family Physician residency programs of the São Paulo state, knowing their personal, professional and training characteristics. Materials and Methods: This was a qualitative and quantitative exploratory study, in which questionnaires were applied to t... (Complete abstract click electronic access below) / Mestre

INTRODUÇÃO: Dúvidas, competitividade e preocupação com o exame de residência geram forte desgaste e insegurança ao final da graduação em Medicina. Nesse período, o bem-estar é particularmente importante para a escolha da especialidade médica e o sucesso nos exames. Entretanto, sabe-se que alunos de Medicina resistem em buscar ajuda, principalmente para aspectos emocionais. Este estudo investigou junto a alunos do 6º ano de Medicina a relação entre bem-estar, percepção de necessidades e busca de ajuda nos recursos institucionais de suporte disponíveis Grupo de Apoio Psicológico ao Aluno (GRAPAL) e Programa Tutores FMUSP. MÉTODO: Utilizaram-se os Inventários de Beck (ansiedade e depressão), o WHOQOLbreve (qualidade de vida) e um questionário sobre percepção de necessidades (psicológicas e acadêmicas) e avaliação do suporte institucional. RESULTADOS: Os alunos referiram boa qualidade de vida (68%), mas apresentaram ansiedade (27%), depressão (20%) e prejuízo na vida social. Um 25% dos alunos reconheceram necessidades psicológicas e 51% deles referiram necessidades acadêmicas. As fontes de suporte mais acionadas durante o curso foram a família e os colegas, seja para necessidades psicológicas ou acadêmicas. Tutores são acionados às vezes pelos alunos, enquanto psicólogos ou psiquiatras são os menos procurados para os dois grupos de necessidades. Apenas parte dos alunos em torno de 1/3 com ansiedade e depressão, ou qualidade de vida ruim, usou os recursos institucionais de suporte. Ser mulher, reconhecer necessidades emocionais e apresentar ansiedade mostraram associação ao uso do serviço de apoio psicológico (GRAPAL). Estar satisfeito com seu tutor, com seu grupo de tutoria e reconhecer mudanças positivas mostraram associação à adesão ao Programa Tutores. CONCLUSÕES: Há diferentes fatores envolvidos na busca de ajuda por suporte emocional especializado (GRAPAL) e por suporte desenvolvimental (Tutoria). A saúde mental constitui aspecto fundamental para a busca de suporte especializado no GRAPAL, mas não apresenta relação com a participação do aluno no Programa Tutores. A compreensão, pelos tutores, de que a adesão ao Mentoring é um comportamento relacionado mais ao desejo do que à necessidade, pode ajudá-los na interação com os alunos, enfocando assim o aspecto central do Programa: o desenvolvimento. Identificar especificidades no uso dos recursos de suporte pode colaborar para o aprimoramento dos recursos de suporte e desenvolvimento de estratégias para sensibilização dos alunos quanto à procura de ajuda durante sua formação acadêmica / INTRODUCTION: Doubts, competitiveness and preparation for the residency examination increase burnout and insecurity at the end of medical course. At this moment, well-being is particularly important for the specialtys choice and examination success. However, its known that medical students are reluctant to seek help particularly for emotional problems. This study investigated the relationship among well-being, perceived needs and help-seeking in final-year students. METHOD: Well-being was assessed using Becks Inventories of Anxiety (BAI) and Depression (BDI) and the WHOQOL- bref (quality of life). A questionnaire was used to assess perceived needs and medical school support resources. RESULTS: The students reported good quality of life (68%) but presented anxiety (27%) depression (20%) and impaired social functioning. 51% of the students acknowledged academic needs and 25% psychological needs. Family and colleagues were the most important sources of support for psychological or academic needs. Only part of the students with anxiety and depression, or poor quality of life used the institutional support. Being a woman, recognizing emotional needs and presenting anxiety were associated to the use of psychological support service (GRAPAL). Being satisfied with mentor and mentoring group and recognizing positive changes were associated to Mentoring attendance. CONCLUSIONS: There are different factors involved in helpseeking for emotional specialized support (GRAPAL) and for development support (Programa Tutores). Mental health is a basic aspect for the use of GRAPAL but not related with Mentoring Program attendance. This find can help mentors in their work with the students, focusing in the central aspect of Mentoring: the development. Identifying specificity in the use of the medical school support resources may collaborate on its improvement and also on specific strategies in the students sensitization about seek-helping during the undergraduate course

Introdução: Programas de Tutoria/Mentoring, por meio de uma relação próxima junto aos alunos, oferecem suporte e também um ambiente de reflexão para uma formação profissional. O interesse pelo tema é crescente dentro e fora do Brasil, entretanto, são poucos os estudos que examinam o mentoring considerando as experiências dos próprios alunos, tal como eles as vivenciam. Objetivo: Compreender a experiência vivida por alunos de Medicina na atividade de Tutoria/Mentoring da Universidade Federal de Minas Gerais (UFMG). Método: Pesquisa documental com análise fenomenológica dos relatórios produzidos pelos alunos ao final da atividade no 5º período do curso. Resultados: Os elementos experienciais presentes nos depoimentos deram origem a grupos de vivências em três conjuntos temáticos: 1. O contexto da tutoria - os alunos vivenciaram a necessidade e pertinências de suporte para o estudante de Medicina e a inserção da atividade no 5° período do curso; 2. O vivido na tutoria - a tutoria foi vivenciada como espaço de liberdade e abertura às necessidades dos estudantes, onde vários assuntos puderam ser discutidos. Nos encontros, os alunos vivenciaram uma nova qualidade de relação no contexto acadêmico, construída por meio do compartilhar dos desafios e fragilidades vivenciados ao longo do curso. Reconheceram ter conhecido mais e melhor seus colegas de turma e consideraram os tutores como pessoas disponíveis a acompanhá-los em sua formação; 3. A avaliação da experiência - os alunos, com poucas exceções, vivenciaram a tutoria de forma positiva, como uma ação de humanização do ambiente acadêmico, e recomendam sua continuidade e extensão para outros momentos do curso. Conclusões: A relação de tutoria mostrou contribuir tanto no enfrentamento das vicissitudes da formação quanto no exercício de habilidades como a escuta, a aceitação e a comunicação, fundamentais para a boa atuação do médico em seu cotidiano profissional. O Mentoring mostrou ser valioso referencial teórico e prático de atenção ao estudante ao contribuir tanto para o suporte pessoal e profissional ao estudante quanto para as demandas de formação em áreas humanísticas no currículo médico / Introduction: Mentoring Programs offer support and reflection for professional development through a close relationship with the students. Interest in Mentoring has increase in Brazil and around the world. However, few studies examine the mentoring considering the experiences of the students. Objective: To understand the lived experience of medical students of Federal University of Minas Gerais (UFMG) in the Mentoring Program. Method: Documentary research with phenomenological analysis of the reports students at the end of the Mentoring Program. Results: The elements present in the reports gave rise to three thematic groups of experiences: 1. The context of Mentoring - students experienced the need and relevance of support during the graduation , especially in the fifth period of the course; 2. Was lived in Mentoring - the students experienced mentoring as a space open to their needs, were many issues was freely discussed. In the meetings, the students experienced a new kind of relationship, built through the sharing of challenges and weaknesses faced throughout the medical course. They revealed having known better their classmates and their tutors were considered as persons available to accompany them in their training; 3. The experience\'s evaluation - the students, with few exceptions, have had a positive experience with Mentoring, as an act of humanization of the academic environment, and recommend its continuation and extension to other periods of course. Conclusions: The Mentoring relationship showed contribute in facing the vicissitudes of training and in the exercise of skills such as listening, acceptance and communication, fundamental skills to the good performance of the medical professional in your daily life.The experience of Mentoring students showed intersections between the student support and the demands of training in humanistic goals in medical education