O uso de metodologias ativas e tecnologias para a educação inovadora na área da saúde: revisão integrativa

Abstract

O objetivo é compreender como as metodologias ativas e a tecnologia tem sido utilizadas no processo de formação de profissionais da área da saúde. Revisão integrativa, realizada a partir da BVS; utilização dos descritores: metodologia ativa, educação inovadora, tecnologia no ensino. Após aplicados critérios de busca foram selecionados 24 artigos, dos quais 12 utilizaram apenas metodologias ativas e 12 ferramentas tecnológicas atreladas a metodologias ativas como propostas de educação inovadora. Entre os principais efeitos observados a partir do uso de metodologias ativas e ferramentas tecnológicas estão: aumento do interesse dos estudantes, exercício da autonomia, criatividade, tomada de decisão e criticidade, maior motivação e aprendizado colaborativo. Cabe destacar a importância da formação continuada dos docentes, para avaliar quais metodologias e ferramentas tecnológicas mais se aplicam aos componentes curriculares que lecionam.

Educational Innovations in Undergraduate Health Care: A Scope Review

“…The same study (Ho et al, 2021) discerned the possibility of teaching psychiatry in medicine through the use of other virtual tools, such as participation in virtual conferences, making it possible to present scientific papers; the use of virtual reality; making online courses available through recorded video lessons with interactive experiences and conducting online consultations via telemedicine, providing not only patient care, but also the continuity of student learning with greater flexibility, especially during the COVID-19 pandemic. In another study (Schmidt et al, 2022), telemedicine combined with active teaching methodologies helped develop clinical reasoning and decision-making.…”

“…This practice makes classes more dynamic, enhances the discussion of certain topics and can drastically contribute to advances in teaching practices by arousing student curiosity. Given that active methodologies are teaching strategies centered on the primary participation of students, their combination with digital technologies becomes an essential pedagogical innovation (Schmidt et al, 2022).…”

“…Project-based learning, a strategy that perpetuates collaborative learning by mobilizing the cognitive and behavioural capacities of groups of students, has adapted to the technological environment in various ways, using digital support tools, mainly software, 3D printers and online portfolios, enhancing remote teaching (Silva et al, 2022). According to Schmidt et al (2022), the use of software promotes interactivity and expands the use of active teaching methodologies, increasing student curiosity.…”

“…Gamification, virtual learning objects (VLO) and virtual learning environments (VLE) are other technological innovations associated with active methodologies that are contributing significantly to advances in teaching practices. Gamification proposes the use of digital games as a learning proposal and has been evaluated as an innovative teaching method, especially when associated with active methodologies, providing a favorable space for greater assimilation of concepts, discussion and motivation (Schmidt et al, 2022).…”

“…VLOs are virtual resources produced in various formats (PowerPoint presentation, videos, animations, texts, hypertexts) and used on computers, notebooks, smartphones or tablets. Their association with active methodologies allows for greater flexibility due to their characterization as reusable, highly compatible and low-cost (Schmidt et al, 2022). VLEs are frequently used in various university institutions and, as the name suggests, they are virtual learning environments that allow for more dynamic, flexible and interactive educational practices (Tavares et al, 2021).…”