Undergraduate dental students’ perceptions regarding active methodologies in the teaching-learning proces

• Autor(a) principal: Ferraz Júnior, Antônio Márcio Lima
• Data de Publicação: 2016
• Outros Autores: Miranda, Nicole Reis, Assunção, Raquel, Silva, Sueli Aparecida da, Oliveira, Fabiana Aparecida Mayrink de, Oliveira, Rodrigo Guerra de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABENO (Online)
• DOI: 10.30979/rev.abeno.v16i3.272
• Texto Completo: https://revabeno.emnuvens.com.br/revabeno/article/view/272
• topic: Educational Evaluation. Learning. Methodology.; Avaliação Educacional. Aprendizagem. Metodologia.

The recent process of teaching and learning involves active and more autonomous participation of the students. Therefore, the student is able to achieve technical excellence associated to critical reasoning. This study aimed to evaluate the perception of the students in Dentistry, of the Faculdade de Ciências Médicas e Saúde de Juiz de Fora (SUPREMA), facing the use of multidisciplinary articulation and portfolio in the teaching-learning process. This is an observational and transversal study, in which 160 students were evaluated, 20 of each semester were randomly selected and answers obtained through the proposed questionnaire. 82% (130) of the participants included in the research were women and 18% (29) were men. 64% (102) of the participants totally agree and 30% (47) partially agree that the multidisciplinary articulation contributed in order to increase the capability of communication in both oral and written forms. About the portfolio, 89% (88) of the students, from the fourth to the eighth semesters, totally agreed that there was greater incentive to improve their development when they received enough in the portfolio and/or rave reviews; none of the students disagreed. In conclusion, it was possible to notice that the students have a satisfactory vision about the use of both the multidisciplinary articulation and the clinical portfolio. However, generally, the students of the eighth semester were the ones who agreed the most partially and/or disagreed about some questions on this methodology. One cause of concern of the last period students of undergraduate courses may be the feeling of not being fully prepared for professional practice without the teacher's support. This may explain, in part, the results obtained in this study by the participants of the eighth period.