QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS

EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS

Abstract

Introduction: Educational planning actions prove to be fundamental for pedagogical practice, guiding the educator's work so that it is a continuous process of critical-reflective action. Objective: To report the experience of an educational action on the use of feedback in the training process of two residency programs (multi and uniprofessional) at a philanthropic hospital in Belo Horizonte, Minas Gerais, Brazil. Experience report: Six face-to-face meetings were organized by the programs' preceptors to develop the educational action, in which 117 preceptors from the Multiprofessional Residency in Neonatology and Residency in Obstetric Nursing programs participated. The pedagogical action was preceded by planning, based on a need previously indicated in the daily practice by the preceptors. The use of the feedback tool in the evaluation process of the resident professional was addressed, considering its components – timeliness, specificity, assertiveness – and the communication skills required in the educational process, followed by simulations of inadequate and effective feedback. Conclusion: Planning the educational practice made it possible to achieve the learning objectives of the educational activity carried out. It is recommended to invest in the planning of continuing education actions aimed at preceptorship, designed based on the needs experienced by professional preceptors in the daily life of health residency programs, in order to support them in the evaluation process and encourage their participation in activities health teaching-learning-evaluation.