Active teaching methodologies in health area: comparison between the oral and written speeches of college students

Carla Patrícia Hernandez Alves Ribeiro César,Raphaela Barroso Guedes-Granzotti,Rodrigo Dornelas,Ariane Damasceno Pellicani,Danielle Ramos Domenis,Kelly Da Silva

doi:10.14393/bj-v33n1a2017-34388

Carla Patrícia Hernandez Alves Ribeiro César, Raphaela Barroso Guedes-Granzotti + Show 4 more

Open Access

https://doi.org/10.14393/bj-v33n1a2017-34388

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Journal: Bioscience Journal	Publication Date: Jan 1, 2017
Citations: 1	License type: cc-by

Affiliation: Universidade Federal de Sergipe

Abstract

The aim of this study was to compare the performance between the oral and written speeches of students of the Health area that use active teaching methodologies. Thus, it was designed a study of observational, transversal and analytical nature, comparing the notes of oral and written productions ( portfolios ) of students of a Health course that fully utilizes the active methodologies. The sample consisted of 25 students, 23 female and two male, with an average age of 23 (± 5 years). For statistical analysis we used the Wilcoxon tests and the Pearson correlation test, with 5% significance level. There was a lower student performance in the written speech (6,73 ± 1,87) when compared to the oral (7,66 ± 2,08), with a statistically significant difference between both of them (p<0,01), with a strong correlation between the average obtained in the two modalities evaluated (R=0,723). It can be concluded that students present more difficulty in written speeches when compared to the oral ones, revealing that even with the use of active methodologies, the improvement of written communication still is necessary between the students of the studied sample.

Highlights

In recent years, the healthcare undergraduate courses have felt the need to approach the locoregional demands and social needs of the country, especially those generated by the Sistema Único de Saúde (Unified Health System)
The assessment of active methodologies is a process built along, helping the student to take an active role in the learning process, in order to reflect on the significant knowledge to problems and learning objectives proposed by the method (MITRE et al, 2008)
The results showed that students in the small-group discussion groups scored significantly higher than those in the lecture groups when skill performance was tested, no significant differences were found in the acquisition of knowledge between the two groups on the written test

Summary

Introduction

The healthcare undergraduate courses have felt the need to approach the locoregional demands and social needs of the country, especially those generated by the Sistema Único de Saúde (Unified Health System) They needed to modify their teaching practices and motivate teachers and students to weave new knowledge networks (SALIBA, MOIMAZ, CHIARATTO, TIANO, 2008). It was in this context that several higher education institutions have joined the Teaching Active Methodologies The use of such methodologies provides the student motivation in their own learning process, favoring the search for information to solve everyday professional problems and changes in the way of thinking and acting of health professionals, in order to interact in spaces with interests, potentials and diversified skills (FREITAS et al, 2015; GUEDES-GRANZOTTI et al, 2015a). The assessment of active methodologies is a process built along, helping the student to take an active role in the learning process, in order to reflect on the significant knowledge to problems and learning objectives proposed by the method (MITRE et al, 2008)

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