SUMMARY
Introduction: Although many say that the resident doctor has no interest in the activities developed during the medical residency in Pediatrics, this does not seem to be true, especially when it comes to secondary and tertiary care. Objective: To evaluate the preceptors’ perception about Pediatric medical residents’ interest and motivation in the teaching process. Methods: Cross-sectional study using a semi-structured interview with preceptors in Pediatrics. Results: Included 40 (67,8%) of 59 preceptors, 80,0% women, mean age 45,3±12,5years, permanence in the Program 11,9±10,9 years, 18 (45,0%) with =5 years as preceptor; 18 (45,0%) reported no teacher training; 18 (45,0%) deliver/discuss syllabus. Most stress-generating rotations were urgency/emergency, pediatric intensive care unit, hospital shifts and clinical case presentations. Lower interest reported by 8 (20,0%); 31 (77,5%) greater interest in practical activities; 18 (45,0%) reported interest and motivation for theoretical-practical contents. In those with time = 5years, 6 (33,3%) reported lack of enthusiasm; in the group > 5years, 2 (9,1%) reported lack of enthusiasm (p=0,057). For motivation, in both groups =5years (16,7%) and >5years (13,6%), 3 reported lower motivation (p=0,789). Conclusions: Preceptors acknowledge that residency in medical education is important, but it is also stress-inducing. Accordingly, it is necessary to consider on the pursuit for modern teaching processes, allowing training, professional and personal growth, with prevention of organic and emotional dysfunctions, enhancing interest and motivation for the teaching process.