FEEDBACK IN CLINICAL LABORATORY INTERNSHIPS: PERCEPTIONS OF PRECEPTORS AND STUDENTS
Abstract
Feedback is widely recognized as a key element for meaningful learning in health education, especially in practice-based contexts. This study aimed to analyze the perceptions of students and preceptors regarding feedback practices in clinical laboratory internships. This is a qualitative, exploratory, and interpretative study conducted in a clinical laboratory of a university hospital. Seventeen participants were included, comprising five students and twelve preceptors. Data were collected through semi-structured interviews and analyzed using content analysis. The results showed that feedback is valued as an essential tool for learning and patient safety, occurring mainly in an immediate and workflow-integrated manner. However, limitations were identified, including lack of systematization, absence of explicit criteria, workload constraints, and hierarchical. Relational aspects such as trust and psychological safety were central to feedback effectiveness, while bidirectionality emerged more as an expectation than a consolidated practice. It is concluded that improving feedback in supervised internships requires institutional strategies integrating pedagogical training, work organization, and structured dialogic spaces to promote more reflective, systematic, and collaborative practices.
Author Biographies
Farmacêutica da Universidade Federal do Rio Grande do Norte.
Farmacêutico, Mestre em Biotecnologia Industrial e Doutor em Bioquímica.
Graduação em Ciências Biológicas pela Universidade Federal da Paraíba, Graduação em Psicologia pelo Centro Universitário de João Pessoa, Especialização em Psicologia da Saúde pela Universidade Federal do Rio Grande do Norte, Mestrado e Doutorado em Ciências da Saúde pela Universidade Federal do Rio Grande do Norte. Professora Titular da Universidade Federal do Rio Grande do Norte. Docente efetiva do Mestrado Profissional de Ensino em Saúde MPES/ UFRN.
Graduação em Medicina pela Universidade Federal do Rio Grande do Norte (1970), mestrado em Medicina (Obstetrícia e Ginecologia) pela Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (1979) e doutorado em Medicina - Obstetrícia e Ginecologia pela mesma instituição(1982). Aposentou-se como Professora Titular do Departamento de Tocoginecologia da Universidade Federal do Rio Grande do Norte, sendo hoje professora voluntária.
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