Caminhos da avaliação da aprendizagem ativa: visão do estudante de medicina

Abstract

The institutions of university education, in Brazil, starting from 1980s, in the ambit of its anatomy granted by the National System of higher education evaluation (SINAES) join the evaluation of students by different forms and instruments used. The evaluation considers pedagogical strategies and can contribute to the adjustments required in the construction process of the knowledge. The objective of this research was to analyze the social representation of the medical student about the process of teaching-learning and the educational resources built into the Systematized Educational Unit (UES). The research has had a qualitative approach based in the Theory of Social Representations, analyzed by the technique of the Collective Subject Discourse and 16 students from the fourth year of medicine.The results indicated eight central ideas: implored learning resources; clinical and therapeutic reflections; efficient and effective theoretical and practical correlation; theory and practice sometimes out of tune, fidelity to the steps of tutoring; lack of preparation of the preceptor and the tutor and strengths and weaknesses of the educational resources. The evaluation of the students highlighted the strong and fragile points of the teaching-learning process, as well as of educational resources and provided subsidies for adjustments needed to improve the educational proposal of the UES and curricular.

Strategies of active learning methodologies in nursing education: an integrative literature review

“…In the use of active learning methodologies, there is an indication that structural resources are not always sufficient to ensure a satisfactory process, and structural investments are needed to train facilitators, adjust the relationship between theory and practice, and restructure some activities (14,46) .…”

Problematização: Experiências de estudantes de Medicina e Enfermagem na prática profissional

“…Ao aprender pelo trabalho, os estudantes conseguem visualizar a complexidade que envolve o cuidado em saúde, de forma a compreender a interdependência e a interconexão existente entre os aspectos físicos, sociais, emocionais, culturais, individuais e coletivos, superando assim, uma visão linear, reducionista e desarticulada do conhecimento (Higa et al, 2018).…”

“…A prática profissional veiculada pela problematização implica ao estudante situações desafiadoras, pelas quais, estes vivenciam a textura dos acontecimentos, das ações, das interações e das determinações, e conseguem compreender que o cuidado requer ação interdisciplinar, pois a integralidade à saúde, não pode ser suprida por uma categoria peculiar, o que faz parte das limitações e condições humanas (Higa et al, 2018).…”

O uso das metodologias ativas como estratégias de ensino da medida da pressão arterial

“…The applicability of active methodologies motivates students to create their learning process with evidence in solving professional problems 20,21 , and favors critical reading and more considerable attention in the execution of activities 22 . It is possible to highlight skills to be developed and evaluated with this new methodological model, centered on student learning and autonomy, pro activity, teamwork, ability to reflect and problematize reality and solve problems 23,24 .…”