Interpersonal relationships in preceptorship: conflict as a transformer element in residency education

Introduction

The technical-scientific overvaluation leads to neglect conflicts, coping strategies and humanistic relationships inherent to Residency Education.

Objective

To report the debate about “Conflict” and Residency Education, at the II Preceptorship Meeting: “Education: Transformer Element in Social Relationships in Health “, March/2012, Rio de Janeiro, Brazil. Methods used: Population: 20 preceptors from four Residency Programs. Step One: participants were asked to define “Conflict”. Step Two: Two problem-situations were presented for debate. Situation 1: patient disobeyed recommended rules; she was reprimanded, replied exalted; the resident, in the same tone, objected to her; preceptor, at the scene, was omitted. Situation 2: resident questions preceptor about deficiency in Residency Program; refers desire to leave Residency Program.

Results obtained

Step One: about the word conflict: lack of harmony; may not be expressed; may reflects itself as “disorder”; conflict may be productive, inducing revaluation/reflection. Step Two, Situation One: Conflict: misconduct of patient; inadequate attitude of the resident, silent preceptor. Resolution: to guide resident and patient; welcome; bond with customers; adequate professional attitude; during educational process, preceptor should act analyzing problem situations, organizing the process, proposing adjustments. Situation Two: Conflict: frustrated expectations of the resident; uncertainty about roles and tasks of residents and preceptors; preceptor ignores skills to be acquired by residents in Residency Education; misconception of the preceptor about his pedagogical role. Resolution: continuing education for preceptors; construction of roles and tasks in participatory mode; tools for action; welcoming competence.

Conclusion

Conflict, inevitable and desirable may be a path of the change. Preceptors must understand conflict as an object of their work.