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Medical education has long been a major challenge and cause for concern for teachers. In-service training as a medical teaching practice emerged in Brazil around the 1940s, with the Medical Internship being regulated only in 1969, through Document of the Federal Education Council (CFE).1 With this Resolution, the boarding school was conceptualized as the period of the end of undergraduate medical schools where medical schools were required to establish in their curricula a compulsory period of practical teaching in which students should receive continuous intensive training, under teachers’ supervision, in health institution linked or not to the medical school. Document No. 8/1969 represented the only orientation for boarding school until the establishment of the Curriculum Guidelines for the 2001 Medical Undergraduate Course.2 With the enactment of the “Mais Médicos” Program (“More Doctors Program”), which provides for the training of human resources in the medical area for SUS (Sistema Único de Saúde Unified Health System, translated to the English language), there is need to increase practical experience during the training process in order to broaden the insertion of the student in SUS practice scenarios.3 Therefore, during this period of the graduating period, it can be stated that immersion in daily practice activities is of great importance in the formation of new professional doctors.

Tutor’s role in conducting an urgency case by students in the collective health medical internship of a south Brazilian higher education institution