This article addresses medical teaching as a social construction process, linking academic policy, pedagogical, personal, and inter-subjective factors. With the aim of analyzing the conceptions towards teaching practice, learning, and faculty training in medicine among medical professors at the Federal University in Alagoas, Brazil, a study was designed with a sample of 21 professors that joined the university's medical faculty from the 1950s to the 1990s. Data collection used semi-structured interviews, submitted to thematic content analysis. Within the context of teaching and learning in medicine, the professors highlighted the faculty-student relationship. Analysis of faculty background showed that many professors were self-taught, and there was an evident lack of systematization, which the interviewees indicated as a gap in their medical teaching careers. Faculty training in medicine appeared as a process encompassing multiple experiences and models, highlighting that to become a medical professor is a complex, plural, and multifaceted process
Medical; Education; Faculty; Medical; Education; Medical; Undergraduate
