Metodologias ativas no desenvolvimento das competências colaborativas de preceptores: um relato de experiência

In the context of professional health education, preceptors are expected to possess the skills to mediate learning, provide instruction, and foster the development of practical competencies for the training of students and professionals. This article describes the experiences of a PET-Health Management and Care Group in organizing and implementing a training course aimed at qualifying health professionals and preceptors working in Primary Care. The 70-hour course was designed to align the training objectives with the collaborative competencies to be developed by healthcare professionals, ensuring qualification through the acquisition of such skills. The curriculum included activities such as diagnostic workshops, development of conceptual maps, preceptorship skills, among others, culminating in presentations of professional experiences that aligned with the municipal continuing education plan. The decision to use active methodologies in this training process aimed to promote accountability among professionals for their own learning. The concept of preceptorship was emphasized, allowing for the identification of various nuances associated with the preceptor’s role, as well as the challenges encountered. However, some weaknesses were identified throughout the training process, notably: the fragmented integration of municipal management into the work-based education proposal and the limited familiarity of participants with active methodologies. The combination of active methodologies as a pedagogical tool and the continuity of the contributions from work-based education promoted by PET-Health are fundamental for it to become a policy capable of driving transformative changes in the SUS.