Background

During clinical tutoring, medical students are trained to transfer theoretical knowledge to real life situations that need to be solved. Tutors should be trained to acquire skills to encourage motivation, transfer experience and inspire interest in learning among students.

Aim

To inquire about interests and needs during the daily work of clinical tutors.

Material and Methods

A qualitative study inserted in the Grounded Theory, based on the description of the meanings, in which ten clinical tutors responded to an interview in their own workplace. After obtaining consent, the responses were recorded and transcribed using Georgi’s method for analysis.

Results

Teachers feel that there is a gap between the theoretical basis of tutorial teaching and the reality. They are especially interested in a teaching process based on values. They recognize that their pedagogical skills should be improved to improve their communication with students. They also feel that they require more skills to transfer theoretical knowledge to clinical situations.

Conclusions

A personal satisfaction for educating and training, the transmission of experiences, empathy and being assertive are emerging values that motivate tutors to deliver a quality education, above remunerations or contractual ties. However, the skills to transfer clinical knowledge to students should be improved.

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