Keywords
Educação médica
Relações aluno-professor
Reação dos estudantes
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Abstract
Objective: To examine publications on teacher-student interaction in medical education. Methods: This systematic review was conducted in five stages: a) formulation of the research question; b) identification of relevant studies in various databases; c) selection of studies; d) data organization; e) summary and synthesis of results. The databases consulted were PubMed, Scopus, Web of Science and SciELO, in the years 2016 - 2022. The research was registered in the PROSPERO international database (CRD 42020177029). Results: In the first search, 934 articles were found. After filtering out duplicates, 476 studies remained, whose titles and abstracts were analyzed. Twenty-one articles remained for analysis of the full text. Of these, 11 studies were included in this review because they met all the eligibility criteria of the proposed protocol. Final considerations: There is no consensus on what teacher-student interaction means in medical teaching. Students attach great value to the relationships they establish with their teachers, even when educational institutions use active teaching methods. The role of the teacher as a facilitator in the learning process provides secure guidance for dealing with the knowledge that the student acquires in this process. The interaction between teachers and students seems to change significantly throughout the course.
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