Active methodologies in Healthcare teaching: should we consider student´s point of view?

• Autor(a) principal: Bressan, Mariana Aparecida
• Data de Publicação: 2021
• Outros Autores: Couto, Ana Thalita Santana, Zucchi, Fabíola Cristina Ribeiro, Baroneza, José Eduardo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Docência do Ensino Superior (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/23806
• topic: Aprendizagem baseada em projetos; Aulas expositivas; Interdisciplinaridade; Ensino de Saúde; Ensino superior; Project based learning; Expository classes; Interdisciplinarity; Health teaching; Higher education; Aprendizaje basado en proyectos; Clases expositivas; Interdisciplinariedad; Enseñanza de la Salud; Enseñanza superior

In Healthcare teaching, active methods have been stimulated and aim at training critical, proactive and resourceful professionals to work as a team. The objective of this work was to evaluate the motivation and the learning perception of 57 students enrolled in the first year of the Nutrition course at Positivo University in 2016. Students were submitted to expository classes and the methodology of learning by projects in interdisciplinary dynamics. The students answered a questionnaire to assess motivation and learning perception. The obtained data were charted and compared using Fisher's Exact Test (95% CI). Students evaluated active methodology as discouraging when compared to traditional lectures (p ≤ 0,05). This study critically analyses the results and suggests that active methodologies and interdisciplinarity should be encouraged even though students are resistant at first.