Abstract
Abstract: Introduction: The 2014 curricular guidelines for medical courses in Brazil aim to train humanist, critic, reflexive and ethic general practitioners, able to work at different levels of health care, primarily based within the National Unified Health System scope. To achieve this goal, higher education institutions must adopt educational technologies such as active learning methodologies, which encourage students to seek and build their own knowledge. This study aims to identify and analyze the challenges faced by Public Health teachers from two medical courses in the state of Rio Grande do Sul, Brazil in the use of Active Learning Methodologies. Method: The study was conducted as a qualitative research with a comparative case study approach, and the subjects comprised teachers of the abovementioned discipline in both universities. The information was collected through a sociodemographic questionnaire, semi-structured interviews, and semi-directed observation. The findings were assessed using thematic analysis and the questionnaire data were tabulated to assess its frequency. Result: The main findings were the understanding, on the part of the teachers, of the relevance of active methodologies in the teaching pedagogical processes, the difficulty of including them due to the lack of preparation, and the understanding of the need for the active teaching methodologies to guide the pedagogical project. Conclusion: It is concluded that the universities should be encouraged to build a continuing education project for the teaching staff in which these methodologies are assumed as the main point in the teaching practice, also contributing to reflect on the established training model, as well as to rethink the organization of the political pedagogical project of medical courses.
Highlights
The 2014 curricular guidelines for medical courses in Brazil aim to train humanist, critic, reflexive and ethic general practitioners, able to work at different levels of health care, primarily based within the National Unified Health System scope
Os objetivos específicos foram descrever o perfil sociodemográfico dos docentes envolvidos, relatar suas vivências e concepções sobre a aprendizagem ativa, bem como analisar as diferenças entre elas e as dificuldades enfrentadas para implementar as metodologias ativas de aprendizagem (MAP) pelos participantes
Serão descritas duas categorias de análise: conhecimento e vivências das MAP por parte dos docentes e possibilidades e dificuldades da prática profissional dos docentes com as MAP
Summary
Metodologias Ativas de Aprendizagem: Desafios dos Docentes de Duas Faculdades de Medicina do Rio Grande do Sul, Brasil. Active Learning Methodologies: Challenges for Professors of Two Medical Schools in Rio Grande do Sul, Brazil. As instituições de ensino devem adotar tecnologias educacionais como as metodologias ativas de aprendizagem, que estimulam o estudante a buscar e construir seu próprio conhecimento. Este estudo tem como objetivos identificar e analisar os desafios que os professores da disciplina de Saúde Coletiva de dois cursos de Medicina do Rio Grande do Sul, no Brasil, enfrentam no uso das metodologias ativas de aprendizagem. Conclusão: As universidades devem ser estimuladas a construir um projeto de educação permanente para o corpo docente, em que essas metodologias sejam assumidas como ponto principal na prática docente, contribuindo também para refletir sobre o modelo de formação que está instituído, assim como repensar a organização do projeto político-pedagógico dos cursos de Medicina. KEYWORDS – Evaluation Studies as Topic. – Active learning. – Medical Education. – Public Health. – Schools Medical
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