Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/19066 |
Resumo: | Learning styles refer to the preferred way in which each individual receives and processes information and turns it into knowledge. This ability is amenable to development and encompasses cognitive, affective, physical, and environmental aspects. In applying this question to medical teaching, the main hypothesis of this study was that the predominant style of learning in students of a medical school that employs innovative active methodologies differs from the style of students of schools with traditional methodologies. The objective of this study is to analyze comparatively the profile of learning styles of students of the medical course of the Federal University of the Seminary (UFERSA) and the medical course of the State University of Rio Grande do Norte (UERN) in the campuses of Mossoró-RN, as well as to verify associations between this primary variable with school performance indexes and sociodemographic variables. A cross-sectional, observational and quantitative study was carried out, with self-administration of the Kolb Learning Styles Inventory to 80 UERN students and 60 UFERSA students attending the first two years of graduation. The Academic Performance Coefficient (CRA), the National High School Examination (ENEM) and the monthly family income (MFR) were recorded through self-report. Age ranged from 18 to 39 years, with mean and standard deviation of 23,2 (± 4.4) years, 54,3% female. The most frequent learning style was convergent (47,8%), followed by assimilator (32,8%), the least frequent divergent (5%). There were no differences in the distribution of learning style types among the students of the two schools surveyed. It was observed that the CRA, the ENEM notes and the RFM did not diverge among the groups of students classified in relation to the learning style. Enem's scores were associated with CRA (p = 0,041) and age (p = 0,001). The findings of the present study do not corroborate, therefore, the hypothesis that there would be an association between the academic performance expressed by the CRA and the Enem grade and learning styles in the sample. Learning style preferences are inconsistent with recent search results. However, there is great variability in the literature which, nevertheless, confirms the finding that all styles were present in different proportions. The hypotheses of this study were not corroborated by the results, which revealed that the learning style did not differ between the students of the two public schools of medicine in Mossoró that use different teaching methodologies, as well as the lack of evidence of associations between learning styles and school performance indexes and sociodemographic variables. It hopes that the results of this study can contribute to the recognition of learning styles in the context of medical education by providing students, teachers and coordinators with information that favors the improvement of the teaching and learning process in this challenging moment of implementation of new methodologies. |
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Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RNAprendizagemDesempenho acadêmicoEstudante de graduação em medicinaLearningGraduate student in medicineMedical schoolCNPQ::CIENCIAS DA SAUDELearning styles refer to the preferred way in which each individual receives and processes information and turns it into knowledge. This ability is amenable to development and encompasses cognitive, affective, physical, and environmental aspects. In applying this question to medical teaching, the main hypothesis of this study was that the predominant style of learning in students of a medical school that employs innovative active methodologies differs from the style of students of schools with traditional methodologies. The objective of this study is to analyze comparatively the profile of learning styles of students of the medical course of the Federal University of the Seminary (UFERSA) and the medical course of the State University of Rio Grande do Norte (UERN) in the campuses of Mossoró-RN, as well as to verify associations between this primary variable with school performance indexes and sociodemographic variables. A cross-sectional, observational and quantitative study was carried out, with self-administration of the Kolb Learning Styles Inventory to 80 UERN students and 60 UFERSA students attending the first two years of graduation. The Academic Performance Coefficient (CRA), the National High School Examination (ENEM) and the monthly family income (MFR) were recorded through self-report. Age ranged from 18 to 39 years, with mean and standard deviation of 23,2 (± 4.4) years, 54,3% female. The most frequent learning style was convergent (47,8%), followed by assimilator (32,8%), the least frequent divergent (5%). There were no differences in the distribution of learning style types among the students of the two schools surveyed. It was observed that the CRA, the ENEM notes and the RFM did not diverge among the groups of students classified in relation to the learning style. Enem's scores were associated with CRA (p = 0,041) and age (p = 0,001). The findings of the present study do not corroborate, therefore, the hypothesis that there would be an association between the academic performance expressed by the CRA and the Enem grade and learning styles in the sample. Learning style preferences are inconsistent with recent search results. However, there is great variability in the literature which, nevertheless, confirms the finding that all styles were present in different proportions. The hypotheses of this study were not corroborated by the results, which revealed that the learning style did not differ between the students of the two public schools of medicine in Mossoró that use different teaching methodologies, as well as the lack of evidence of associations between learning styles and school performance indexes and sociodemographic variables. It hopes that the results of this study can contribute to the recognition of learning styles in the context of medical education by providing students, teachers and coordinators with information that favors the improvement of the teaching and learning process in this challenging moment of implementation of new methodologies.NenhumaOs estilos de aprendizagem referem-se à maneira preferencial pela qual cada indivíduo recebe e processa uma informação transformando-a em conhecimento. Essa habilidade é passível de ser desenvolvida e abrange aspectos cognitivos, afetivos, físicos e ambientais. Ao aplicar esta questão ao ensino de medicina, a hipótese principal deste estudo foi de que o estilo de aprendizagem predominante nos estudantes de um curso de medicina que emprega metodologias ativas inovadoras difere do estilo de alunos de escolas com metodologias tradicionais. O objetivo deste estudo é analisar comparativamente o perfil de estilos de aprendizagem de estudantes do curso de medicina da Universidade Federal do Seminário (UFERSA) e do curso de medicina da Universidade Estadual do Rio Grande do Norte (UERN) nos campi de Mossoró-RN, assim como verificar associações entre esta variável primária com índices de rendimento escolar e variáveis sociodemográficas. Realizou-se estudo observacional e transversal de abordagem quantitativa, com autoadministração do Inventário de Estilos de Aprendizagem de Kolb a 80 alunos da UERN e 60 da UFERSA cursando os dois primeiros anos da graduação. O registro do Coeficiente de Rendimento Acadêmico (CRA), a média do Exame Nacional do Ensino Médio (ENEM) e a renda familiar mensal (RFM) foram feitos através do autorrelato. A idade variou de 18 a 39 anos, com média e desvio-padrão de 23,2 (±4,4) anos, 54,3% do sexo feminino. O estilo de aprendizagem mais frequente foi o convergente (47,8%), seguido pelo assimilador (32,8%), o menos frequente foi divergente (5%). Não houve diferenças na distribuição dos tipos de estilo de aprendizagem entre os estudantes das duas escolas pesquisadas. Observou-se que o CRA, as notas do ENEM e a RFM não divergiram entre os grupos de alunos classificados em relação ao estilo de aprendizagem. As notas do Enem se associaram ao CRA (p=0,041) e à idade (p=0,001). As preferências de estilo de aprendizagem são discordantes de resultados de pesquisas recentes. Contudo, há grande variabilidade na literatura que, não obstante, confirma o achado de que todos os estilos estiveram presentes em diferentes proporções. As hipóteses deste estudo não foram corroboradas pelos resultados, que revelaram que o estilo de aprendizagem não diferiu entre os alunos das duas escolas públicas de medicina de Mossoró que usam diferentes metodologias de ensino, assim como pela ausência de evidências de associações entre estilos de aprendizagem e índices de rendimento escolar e variáveis sociodemográficas. Espera-se que os resultados possam contribuir para o reconhecimento dos estilos de aprendizagem no contexto da educação médica fornecendo aos discentes, docentes e coordenadores de cursos de graduação em medicina informações que favoreçam o aperfeiçoamento do processo de ensino e aprendizagem nesse momento desafiador de implantação de novas metodologias.Universidade Federal da ParaíbaBrasilMedicinaMestrado Profissional em Saúde da FamíliaUFPBSousa Muñoz, Rilva Lopes dehttp://lattes.cnpq.br/0511250970076258Diógenes, Ligiane Medeiros2021-01-02T18:17:54Z2019-08-092021-01-02T18:17:54Z2019-04-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/19066porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2021-08-20T13:22:49Zoai:repositorio.ufpb.br:123456789/19066Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2021-08-20T13:22:49Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN |
title |
Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN |
spellingShingle |
Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN Diógenes, Ligiane Medeiros Aprendizagem Desempenho acadêmico Estudante de graduação em medicina Learning Graduate student in medicine Medical school CNPQ::CIENCIAS DA SAUDE |
title_short |
Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN |
title_full |
Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN |
title_fullStr |
Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN |
title_full_unstemmed |
Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN |
title_sort |
Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN |
author |
Diógenes, Ligiane Medeiros |
author_facet |
Diógenes, Ligiane Medeiros |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sousa Muñoz, Rilva Lopes de http://lattes.cnpq.br/0511250970076258 |
dc.contributor.author.fl_str_mv |
Diógenes, Ligiane Medeiros |
dc.subject.por.fl_str_mv |
Aprendizagem Desempenho acadêmico Estudante de graduação em medicina Learning Graduate student in medicine Medical school CNPQ::CIENCIAS DA SAUDE |
topic |
Aprendizagem Desempenho acadêmico Estudante de graduação em medicina Learning Graduate student in medicine Medical school CNPQ::CIENCIAS DA SAUDE |
description |
Learning styles refer to the preferred way in which each individual receives and processes information and turns it into knowledge. This ability is amenable to development and encompasses cognitive, affective, physical, and environmental aspects. In applying this question to medical teaching, the main hypothesis of this study was that the predominant style of learning in students of a medical school that employs innovative active methodologies differs from the style of students of schools with traditional methodologies. The objective of this study is to analyze comparatively the profile of learning styles of students of the medical course of the Federal University of the Seminary (UFERSA) and the medical course of the State University of Rio Grande do Norte (UERN) in the campuses of Mossoró-RN, as well as to verify associations between this primary variable with school performance indexes and sociodemographic variables. A cross-sectional, observational and quantitative study was carried out, with self-administration of the Kolb Learning Styles Inventory to 80 UERN students and 60 UFERSA students attending the first two years of graduation. The Academic Performance Coefficient (CRA), the National High School Examination (ENEM) and the monthly family income (MFR) were recorded through self-report. Age ranged from 18 to 39 years, with mean and standard deviation of 23,2 (± 4.4) years, 54,3% female. The most frequent learning style was convergent (47,8%), followed by assimilator (32,8%), the least frequent divergent (5%). There were no differences in the distribution of learning style types among the students of the two schools surveyed. It was observed that the CRA, the ENEM notes and the RFM did not diverge among the groups of students classified in relation to the learning style. Enem's scores were associated with CRA (p = 0,041) and age (p = 0,001). The findings of the present study do not corroborate, therefore, the hypothesis that there would be an association between the academic performance expressed by the CRA and the Enem grade and learning styles in the sample. Learning style preferences are inconsistent with recent search results. However, there is great variability in the literature which, nevertheless, confirms the finding that all styles were present in different proportions. The hypotheses of this study were not corroborated by the results, which revealed that the learning style did not differ between the students of the two public schools of medicine in Mossoró that use different teaching methodologies, as well as the lack of evidence of associations between learning styles and school performance indexes and sociodemographic variables. It hopes that the results of this study can contribute to the recognition of learning styles in the context of medical education by providing students, teachers and coordinators with information that favors the improvement of the teaching and learning process in this challenging moment of implementation of new methodologies. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-08-09 2019-04-30 2021-01-02T18:17:54Z 2021-01-02T18:17:54Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/19066 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/19066 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Medicina Mestrado Profissional em Saúde da Família UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Medicina Mestrado Profissional em Saúde da Família UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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