<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-5173</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Medicina Geral e Familiar]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Port Med Geral Fam]]></abbrev-journal-title>
<issn>2182-5173</issn>
<publisher>
<publisher-name><![CDATA[Associação Portuguesa de Medicina Geral e Familiar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-51732022000500436</article-id>
<article-id pub-id-type="doi">10.32385/rpmgf.v38i5.13222</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem relacional: oportunidades e desafios na formação em medicina geral e familiar]]></article-title>
<article-title xml:lang="en"><![CDATA[Relational learning: opportunities and challenges in general practice training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Rita P. S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Ana Filipa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado]]></surname>
<given-names><![CDATA[Ana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melícia]]></surname>
<given-names><![CDATA[André]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrinha]]></surname>
<given-names><![CDATA[Andreia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moita]]></surname>
<given-names><![CDATA[Catarina Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pina]]></surname>
<given-names><![CDATA[Maria Tavares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,ACeS Cascais USF Marginal ]]></institution>
<addr-line><![CDATA[Estoril ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,ACeS Cascais USF São João do Estoril ]]></institution>
<addr-line><![CDATA[Estoril ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,ACeS Cascais USF Alcais ]]></institution>
<addr-line><![CDATA[Alcabideche ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,ACeS Cascais USF Kosmus ]]></institution>
<addr-line><![CDATA[Parede ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,ACeS Cascais USF São Martinho de Alcabideche ]]></institution>
<addr-line><![CDATA[Alcabideche ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>31</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>31</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<numero>5</numero>
<fpage>436</fpage>
<lpage>448</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-51732022000500436&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-51732022000500436&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-51732022000500436&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  A aprendizagem interpares é uma ferramenta educacional diferenciada, incluindo o modelo tradicional de tutoria e a interação de indivíduos com o mesmo grau de formação. O programa de formação especializada em medicina geral e familiar (MGF) introduziu, em 2019, a aprendizagem relacional no horário semanal dos médicos internos. Na Administração Região de Saúde de Lisboa e Vale do Tejo (ARSLVT) foi adotado o modelo das Sessões de Aprendizagem Relacional (SAR). O presente estudo procurou perceber como está a ser implementada esta prática em Portugal continental, de forma a promover adaptações que permitam alcançar todo o seu potencial.  Métodos:  Foram incluídos os internos do 54.o grupo da formação especializada em MGF. Os dados foram recolhidos entre 12/nov e 12/dez de 2020, através de um questionário online divulgado por correio eletrónico pelas coordenações do Internato Médico de MGF (CIMMGF).  Resultados:  De um total de 416 internos obtiveram-se 86 respostas, 60 das quais da ARSLVT. À data da recolha dos dados verificou-se que na ARS Norte não tinha sido implementado qualquer modelo formal de aprendizagem relacional. Na ARSLVT apenas um ACeS não realizava SAR. Nas ARS Centro, Alentejo e Algarve, esta prática não era uniforme. Nas SAR implementadas parecem desenvolver-se diversas atividades, o planeamento é maioritariamente feito de acordo com as orientações publicadas e a maioria dos internos reconhece a sua utilidade. São apontadas como principais dificuldades o impacto na atividade assistencial, a distância entre unidades e a ausência de apoio da direção de internato. A adoção de um horário rotativo, a implementação de sessões online e a existência de documentos orientadores são possíveis soluções.  Conclusão:  Tendo em vista a harmonização do percurso e a igualdade de oportunidades formativas devem ser procuradas estratégias locais efetivas para que a aprendizagem relacional seja uma realidade profícua para todos os internos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Peer learning is a differentiated educational tool, including the traditional tutoring model and the interaction of individuals within the same training level. The general practice (GP) residency programme, updated in 2019, introduced peer learning as part of residents&#8217; weekly schedule. In Lisbon and Tagus Valley region (ARSLVT), peer learning was implemented through the so-called Relational Learning Sessions (SAR).  Methods:  The present study sought to establish a state point regarding this practice in continental Portugal, in order to promote local adaptations necessary for the residents to reach relational learning&#8217;s full potential. Residents from the 54th group of the specialized training programme in GP were included. Data were collected between November 12nd and December 12nd 2020 through an online questionnaire sent via e-mail by the residency coordinators (CIMMGF).  Results:  Out of a total of 416 residents, 86 answers were obtained, 60 of which were from ARSLVT. At the time data was collected, in the North region, no model of peer learning had been implemented. In ARSLVT all residents had SAR, except for one group of Healthcare Units (ACeS). In the Center, Alentejo, and Algarve, this practice was not uniform between ACeS. In the implemented SAR, there is a wide variety of activities being performed, planning is mostly done according to the CIMMGF recommendations, and the majority of resident doctors recognize its usefulness. However, the impact on clinical activities, the distance between healthcare units, and the lack of support from local residency directors are pointed out as the main difficulties while planning these sessions. The adoption of a rotative schedule, the implementation of online sessions, and the issuing of guidelines might be possible solutions.  Conclusion:  Aiming for the adjustment and equality of training opportunities, effective local solutions must be sought so that peer learning becomes a fruitful reality for all residents.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem relacional]]></kwd>
<kwd lng="pt"><![CDATA[Formação especializada]]></kwd>
<kwd lng="pt"><![CDATA[Medicina geral e familiar]]></kwd>
<kwd lng="en"><![CDATA[Relational learning]]></kwd>
<kwd lng="en"><![CDATA[Medical residency]]></kwd>
<kwd lng="en"><![CDATA[General practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
