Keywords
Mentoring
Students medical
Academic performance
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Abstract
Objective: Investigate the students' perception regarding the performance of the specialist tutor compared to the non-specialist tutor, identifying factors that interfere in the tutor's performance. Methods: Quantitative-qualitative cross-sectional study with medical students from the 1st to 8th periods of a university. The Revised University Of Sydney Medical Program PBL Tutor Form questionnaire, already translated and adapted into Brazilian Portuguese, was applied. The inferential analysis was performed in a paired way, using the T test. The qualitative evaluation was performed using the content analysis technique. Results: 209 students participated in the study, 124 from the Basic Cycle (CB) and 85 from the Clinical Cycle (CC), evaluating 64 tutors. The qualitative analysis revealed three final categories: technical knowledge, process of conducting the GT and student-tutor relationship and showed that in the students' perception, the variables related to the tutor's performance were important. Final considerations: The quantitative approach did not reveal differences in the role of the specialist tutor in relation to non-specialist tutors. However, the qualitative analysis showed that the tutor's expertise, the way the GT is conducted and the personal relationship are important variables in the tutor's performance in PBL.
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