{"id":2087,"date":"2026-07-03T15:49:57","date_gmt":"2026-07-03T18:49:57","guid":{"rendered":"https:\/\/requalify.ai\/?p=2087"},"modified":"2026-07-03T15:51:59","modified_gmt":"2026-07-03T18:51:59","slug":"representacoes-sociais-de-tutores-na-formacao-do-psicologo-em-residencia-multiprofissional-em-saude","status":"publish","type":"post","link":"https:\/\/requalify.ai\/en\/representacoes-sociais-de-tutores-na-formacao-do-psicologo-em-residencia-multiprofissional-em-saude\/","title":{"rendered":"Social Representations of Tutors in the Training of Psychologists in Multiprofessional Health Residency Programs"},"content":{"rendered":"

Our goal in this section is to contribute to the learning of qualitative research and its practical application, serving as a guide for those who are in the process of acquiring knowledge, training, and improving in this area.<\/p>\n\n\n\n

To that end, we share scientific articles accompanied by a brief reflective reading guide, as well as prepared answers to guide the analysis of the texts, in order to broaden your understanding of the theoretical and methodological aspects of qualitative research. <\/p>\n\n\n\n

\"REPRESENTA\u00c7\u00d5ES<\/figure>\n\n\n\n

Prata, M. de O., Achkar, AMNE, & Costa Neto, SB da. (2025). Social representations of tutors and preceptors in the training of psychologists in multiprofessional health residency programs. Economic Outlook Bulletin (BOCA)<\/em>, 23<\/em>(69), 123\u2013148. https:\/\/doi.org\/10.5281\/zenodo.17216701<\/a><\/p>\n\n\n\n

ARTICLE SUMMARY<\/h2>\n\n\n\n

The participation of healthcare professionals in Multiprofessional Health Residency Programs has grown significantly in various regions of Brazil in recent years. With this observed growth, there is a growing appreciation and a redefinition of the roles of the preceptor and tutor, who are now occupying a central position in on-the-job training. <\/p>\n\n\n\n

The present study aimed to identify and discuss the representational elements constructed and shared by Psychology professionals who act as tutors and\/or preceptors, within the scope of the training offered and developed in PRMSs (Programs for the Reduction of Medical Residency), with regard to professional training and qualification.  <\/p>\n\n\n\n

This is a qualitative study, an exploratory and descriptive study with cross-sectional data, based on the Theory of Social Representations (TSR). Seven psychologists who worked as tutors and preceptors in the Multiprofessional Health Residency program at a public hospital located in Goi\u00e2nia, Goi\u00e1s state, participated. <\/p>\n\n\n\n

The data were collected in October 2024 through a focus group, with the aim of deepening the perceptions and representations elaborated by the participants, and a typical questionnaire that included the following question: \u201cWhat comes to mind when you think of RMS?\u201d. Data processing was carried out with the support of the Requalify.ai software and interpreted following thematic-categorical content analysis. <\/p>\n\n\n\n

In summary, the results showed that the social representations constructed by the participants reflected a formative experience in the RMS marked by challenges, responsibilities, frustrations, and devaluation, but also permeated by opportunities for learning and strengthening collaborative practices in teamwork. <\/p>\n\n\n\n

In conclusion, the responsibilities of preceptors and tutors lack a precise definition, which highlights the importance of recognizing these roles and providing specialized professional training. <\/p>\n\n\n\n

Keywords: <\/strong>Training of Psychologists; Preceptorship; Multiprofessional Residency; Social Representations; Tutoring.<\/p>\n\n\n\n

Guide and Reflections on the Article<\/h1>\n\n\n\n

1. What is the research topic? Why can this topic be investigated using a qualitative approach?<\/h2>\n\n\n\n

The theme addressed in the research relates to the social representations of professional psychologists regarding their role as tutors and preceptors in the training process of the Multiprofessional Health Residency Program. In this sense, the article states that: \u201cthe problem of this research is built around a central question: how do psychologists who act as tutors and preceptors represent the training practices in the MHR program?\u201d<\/p>\n\n\n\n

In turn, the authors highlight the relevance of the study, since discussing the representational elements constructed and shared by Psychology professionals who act as tutors and\/or preceptors makes it possible to fill a knowledge gap: "(...) the lack of national and international publications that propose to investigate, identify and discuss the representational elements constructed and shared by Psychology professionals who act as tutors and\/or preceptors, within the scope of the training offered and developed in Multiprofessional Health Residency Programs (PRMSs), is that the proposed study, in seeking to fill this gap, is justified by the relevance of this investigation regarding tutoring and preceptorship as fundamental practices for the training and qualification of psychologists in PRMSs".<\/p>\n\n\n\n

In justifying the research, the authors allow us to understand the reasons for choosing the topic, and its relevance to the training and qualification of psychologists in residency programs. <\/p>\n\n\n\n

Furthermore, the research focuses on the discourses, perceptions, and meanings attributed by tutors and preceptors to their own formative role. These aspects are produced and shared socially, being related to the subjects' experiences and the contexts in which they are embedded. Thus, understanding the contributions and challenges of tutoring and preceptorship in the training of psychology residents is a question consistent with the assumptions of qualitative research.<\/p>\n\n\n\n

2. What are the objectives of the study? Are they clearly stated by the authors?<\/h2>\n\n\n\n

The objectives are clearly stated in the text and refer to "identifying and discussing the representational elements constructed and shared by Psychology professionals who act as tutors and\/or preceptors, within the scope of the training offered and developed in Multiprofessional Health Residency Programs (PRMSs)".<\/p>\n\n\n\n

Thus, these objectives are consistent with the research topic and its qualitative nature, focusing on identifying and understanding the representations developed by professionals within the scope of PRMSs. Therefore, the objective is aligned with the principles of qualitative research, as it is interested in human experiences and behaviors and in understanding how human beings interpret their social reality, which occurs in interaction with others.<\/p>\n\n\n\n

3. What theoretical framework is adopted by the authors? How does it contribute to understanding the research problem?<\/h2>\n\n\n\n

The theoretical framework adopted by the authors is the Theory of Social Representations (TSR), developed by Serge Moscovici. In particular, the application of the Theory of Social Representations (TSR) proves relevant to this type of study, as it allows for the identification of the images, meanings, and attitudes that a given group constructs about an object. This makes it possible to understand how discourses are constructed and meanings are attributed within the group.<\/p>\n\n\n\n

Furthermore, the selected theoretical framework contributes to reflection on tutor training practices and the challenges in the resident training process, considering aspects related to pedagogical strategies, curricular organization, and the development of technical and interpersonal skills.<\/p>\n\n\n\n

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\"\u00cdcone<\/figure>\n\n\n\n

Therefore, the theoretical framework aims to understand how tutors interpret their formative role and what meanings are constructed around their practice, in the context of training health professionals who meet the needs of the population to be served and the guidelines established by public health policies.<\/p>\n<\/div>\n\n\n\n

Thus, the authors justify their choice of this theoretical framework by highlighting that their interest lies in understanding collective phenomena, norms, and social processes that influence the construction of thought and representations. In this sense, social representations constitute a suitable theoretical tool for understanding how subjects attribute meaning to their experience and how these meanings are constructed and shared socially.<\/p>\n\n\n\n

4. How does the theoretical framework guide the methodological choice?<\/h2>\n\n\n\n

The theoretical framework proposed by the authors guides the choice of the data collection and analysis method, since the Theory of Social Representations, in this study, seeks to understand the meanings attributed by tutors to their formative practice in the context of multi-professional internships in the health field. In this sense, the object of study includes the discourses, meanings, and perceptions of the research participants; therefore, choosing a method that allows capturing and analyzing such content would be the most appropriate. <\/p>\n\n\n\n

In qualitative research, these discourses can be approached through qualitative instruments, such as those proposed by the authors: questionnaires with open-ended questions and focus groups; this data is then interpreted through Content Analysis, since it allows for the identification of core meanings, recurring themes, and significances present in the participants' accounts. In this way, the development of analytical categories allows for the organization and interpretation of the discourse content, contributing to an understanding of the social representations shared by tutors regarding their role in the residents' training process.<\/p>\n\n\n\n

5. How did the authors analyze the data produced? Could you describe the steps involved in developing a thematic content analysis?<\/h2>\n\n\n\n

First, the data were collected using qualitative instruments, such as questionnaires with open-ended questions and focus groups, and were analyzed using Content Analysis. <\/p>\n\n\n\n

The steps proposed by the authors in the analysis process were as follows:<\/p>\n\n\n\n

1) Transcription of participant recordings<\/p>\n\n\n\n

2) Subsequently, the article highlights the analytical work in two aspects: on the one hand, the manual work of the researchers to identify themes in the collected data, through the identification of units of analysis; and, on the other hand, the use of the Requalify software to assist in the review of categories and semantic analysis.<\/p>\n\n\n\n

With regard to manual labor, the authors describe this stage as follows:<\/p>\n\n\n\n

1. Careful reading and familiarization: the first step involves a careful and repeated reading of the text, seeking to understand the general context and the main ideas;<\/p>\n\n\n\n

2. Identifying units of analysis: Units of analysis are fragments of text that carry relevant meaning for the research. In this case, they can be sentences, paragraphs, or even keywords;<\/p>\n\n\n\n

3. Open coding: In this step, the units of analysis are usually coded with labels or categories that describe the content in an abstract and general way;<\/p>\n\n\n\n

4. Code review and grouping: After open coding, the codes are reviewed and grouped into broader and more comprehensive categories;<\/p>\n\n\n\n

5. Definition of categories and subcategories: categories and subcategories are defined based on grouped codes, describing the themes and patterns emerging in the data;<\/p>\n\n\n\n

6. Interpretive analysis: Interpretive analysis seeks to understand the meaning of the categories and subcategories, relating them to the context of the research.<\/p>\n\n\n\n

6. Analyzing\/learning with requalify: How do requalify's tools help the researcher understand the results?<\/h2>\n\n\n\n

During data analysis, the authors used word clouds to identify topics of interest, complementing the researchers' manual work. This allowed them to visualize the central and most relevant themes, as well as explore the hierarchical relationships and connections between concepts. Subsequently, the themes were explored through the use of... Requalify<\/a> to assess its basis in the research data. <\/p>\n\n\n\n

Thus, the use of Requalify helped in organizing and visualizing the content, exploring the frequency of keywords, semantic similarity, and grammatical structure, through the tag or category identification feature, used as an initial step to identify subtopics in the text.<\/p>\n\n\n\n

7. What are the main results or categories found?<\/h2>\n\n\n\n

The main results are structured around thematic axes, which include their respective categories of analysis.<\/p>\n\n\n\n

Experiences, Learnings, Challenges and Opportunities<\/h3>\n\n\n\n

The first axis is associated with the following categories:<\/p>\n\n\n\n

Category 1: Contradictory Sensations of Experience<\/strong><\/p>\n\n\n\n

This refers to the coexistence of ambivalent feelings experienced by preceptors and tutors in the RMS (Residency in Medical School). The intense interaction between tutors, preceptors, and residents, coupled with the recurring frustrations regarding the expectations placed on residents, highlighted situations of overload and emotional strain. <\/p>\n\n\n\n

These feelings significantly impacted how they understood and performed their duties. Therefore, both the quality of the pedagogical mediation and the tutors' affective involvement in the health training process were affected.<\/p>\n\n\n\n

Category 2: Learning and Opportunities in the Training Process.<\/strong><\/p>\n\n\n\n

Some participants highlighted their prior experience in the Residency program, pointing out that the training preceptors served as role models. They inspired positive examples or exemplified behaviors that the professionals chose to avoid in their practices.<\/p>\n\n\n\n

Category 3: Challenges and Workload in Residency<\/strong><\/p>\n\n\n\n

The residency program was described by the participants as challenging and exhausting, with a workload considered excessive. Therefore, tutors and preceptors highlighted the need to manage the overload of responsibilities, which could result in stress and emotional burnout. Although the residency provided significant learning experiences, it also imposed obstacles such as the intense workload and the constant need to cope with physical and emotional exhaustion.<\/p>\n\n\n\n

NEED FOR SPECIFIC TRAINING, IMPORTANCE OF SELF-CARE AND SKILLED LISTENING<\/h3>\n\n\n\n

On the other hand, the second axis, as it is called, is related to the categories:<\/p>\n\n\n\n

Category 4: Specific training required<\/strong><\/p>\n\n\n\n

Participants emphasized the need for tutors with specific training for their roles, to ensure more effective pedagogical planning and a social commitment that meets the demands of teaching, research, and outreach.<\/p>\n\n\n\n

Category 5: Importance of self-care and active listening.<\/strong><\/p>\n\n\n\n

Finally, frustrations experienced in professional practice tend to overshadow rewarding experiences, negatively impacting mental health and well-being. In this context, the importance of self-care and active listening stands out in the narratives, highlighting its significance as a coping strategy. Participants emphasized that one of the main challenges in the context of multi-professional residency is the implementation of sensitive support, underpinned by attentive and individualized listening focused on the residents.<\/p>\n\n\n\n

Finally, it is important to note that, along with each category, the text presents excerpts from the participants' speeches. This strategy concretely illustrates the construction of the analytical categories and their empirical foundation.<\/p>\n\n\n\n

8. What are the limitations of the study?<\/h2>\n\n\n\n

Primarily, the limitations are associated with the small number of tutors and preceptors who participated in the research, which compromises the possibility of generalizing the results, in addition to the exclusion of RMSs linked to different institutions, which restricts the scope of the findings.<\/p>\n\n\n\n

Specifically, presenting the study's limitations allows for a more careful interpretation of the results and the identification of aspects for future research.<\/p>\n\n\n\n

9. What new research questions could arise from this study?<\/h2>\n\n\n\n

The authors highlight the importance of developing experience reports, since the results would represent the subject involved in the practice and training of the residency program, promoting closer dialogues in professional practice.<\/p>\n\n\n\n

Thus, a possible theme relates to the perspectives and representations of the residents regarding the training process in order to complement the findings of the present study, and considering the professionals who are under the guidance of tutors.<\/p>\n\n\n\n

GETTING TO KNOW THE AUTHORS<\/strong><\/h2>\n\n\n\n

Marcia de Oliveira Prata:<\/strong> PhD candidate in Social Psychology at Salgado de Oliveira University (2021). Master's degree in Psychology from PUC-Goi\u00e1s (2015). Postgraduate degree ("Lato Sensu") in Clinical Psychopathology from Castelo Branco University-RJ (2011). Specialist in Public Health from UFU (2000). Holds specialist titles in Clinical Psychology and Hospital Psychology conferred by the CRP (Regional Council of Psychology). Specialist in Psychological Suffering and Psychotherapeutic Techniques in Mental Health. Worked as Head of the Health Psychology Sector at the University Hospital of the Federal University of Uberl\u00e2ndia (2009-2011). Currently works professionally at HC-UFU and in private practice. Serves as Tutor and Preceptor of the Multiprofessional Health Residency at the University Hospital of the Federal University of Uberl\u00e2ndia.<\/p>\n\n\n\n

Ana Maria Nunes El Achkar<\/strong>Professor in the Postgraduate Program in Psychology \u2013 PPGP (Master's and Doctorate) at Salgado de Oliveira University (UNIVERSO). Pedagogue, Psychopedagogue, Master's and Doctorate with Post-Doctorate in Psychology (Universo) and in Social Psychology from the State University of Rio de Janeiro \u2013 UERJ. President of the Scholarship Committee of PPGP\/UNIVERSO. Coordinator of the Community Health Working Group: Well-being, Public Policies and Intervention of ANPEPP (Biennium 2024 \u2013 2025). <\/p>\n\n\n\n

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Sebasti\u00e3o Ben\u00edcio da Costa Neto<\/strong>.<\/p>\n\n\n\n

Associate Professor II, supervisor of master's and doctoral students in the Postgraduate Program (PPG) in Psychology at the Pontifical Catholic University of Goi\u00e1s (PUC Goi\u00e1s). Leader of the Clinical Research Group, Subjectivities and Health CSUS, at PUC Goi\u00e1s. Hospital psychologist at the Federal University of Goi\u00e1s (1994-present), with teaching, extension, research and intervention activities at the Hospital das Cl\u00ednicas-EBSERH. Collaborator\/Doctoral Supervisor in Psychology at the Universidad de Ciencias Empresariales y Sociales de Buenos Aires \u2013 UCES. Holds a Bachelor's degree, Licentiate and Licentiate in Psychology from PUC Goi\u00e1s (1988). Specialization in hospital psychology (CEPAN\/Goi\u00e2nia, 1988). Master's degree in Psychology from the University of Bras\u00edlia \u2013 UnB (1994). Doctorate in Psychology from UnB (2002). Doctoral internship at the Gregorio Mara\u00f1on University Hospital\/Prince of Asturias Oncology Unit.<\/p>\n\n\n\n

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