STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Saberes Plurais: Educação na saúde |
Texto Completo: | https://seer.ufrgs.br/index.php/saberesplurais/article/view/128395 |
Resumo: | The Active Teaching-Learning Methodologies (ATLM) are curricular innovation strategies that focus on student protagonists. This study aimed to investigate the ATLM from the perception of students in the health area. This is a cross-sectional study, with an descriptive, and quantitative approach carried out through semi-structured questionnaires distributed to students from eight courses at Federal University of Sergipe, Lagarto Campus, from February 2018 to June 2019. Data were analyzed descriptively using Excel (Microsoft®) and STATA software. 412 (25%) students participated in this research, (77%; n=317) reported that at least one of the modules with ATLM should have another teaching methodology, 42,5% (n=175) was in the common/basic cycle (1st cycle), and 30,3% (n=122) said that they would probably or change their course; 25,1% (n=102) reported that they would probably or change educational institutions. The results showed different perceptions about ATLM in higher education, indicating the importance of further studies on pedagogical practices in health education. In the analysis of the curricular module, the Tutorial module that uses Problem Based Learning was identified as the one that most influences the generation of tension, anxiety, and stress. The PEC module based on problematization influenced more aspects of Humanization and Criticality. Skills were characterized as the most diverse module in ATLM, with the highest prevalence of high flow for professional training. The results can be different about the ATLM in higher education. Generally indicating the importance of further studies on pedagogical practices in health education and the need for institutional and teaching reflection on the applicability of the ATLM. |
id |
UFRGS-32_002d59ec1adb6a2c9f568dd79c94e6c4 |
---|---|
oai_identifier_str |
oai:seer.ufrgs.br:article/128395 |
network_acronym_str |
UFRGS-32 |
network_name_str |
Saberes Plurais: Educação na saúde |
repository_id_str |
|
spelling |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATIONPERSPECTIVAS DISCENTES DAS METODOLOGIAS ATIVAS DE ENSINO-APRENDIZAGEM NA FORMAÇÃO EM SAÚDEEducação SuperiorSistema de Aprendizagem em SaúdeAprendizagem Baseada em ProblemasCurrículoHigher educationLearning Health SystemProblem Based LearningCurriculumThe Active Teaching-Learning Methodologies (ATLM) are curricular innovation strategies that focus on student protagonists. This study aimed to investigate the ATLM from the perception of students in the health area. This is a cross-sectional study, with an descriptive, and quantitative approach carried out through semi-structured questionnaires distributed to students from eight courses at Federal University of Sergipe, Lagarto Campus, from February 2018 to June 2019. Data were analyzed descriptively using Excel (Microsoft®) and STATA software. 412 (25%) students participated in this research, (77%; n=317) reported that at least one of the modules with ATLM should have another teaching methodology, 42,5% (n=175) was in the common/basic cycle (1st cycle), and 30,3% (n=122) said that they would probably or change their course; 25,1% (n=102) reported that they would probably or change educational institutions. The results showed different perceptions about ATLM in higher education, indicating the importance of further studies on pedagogical practices in health education. In the analysis of the curricular module, the Tutorial module that uses Problem Based Learning was identified as the one that most influences the generation of tension, anxiety, and stress. The PEC module based on problematization influenced more aspects of Humanization and Criticality. Skills were characterized as the most diverse module in ATLM, with the highest prevalence of high flow for professional training. The results can be different about the ATLM in higher education. Generally indicating the importance of further studies on pedagogical practices in health education and the need for institutional and teaching reflection on the applicability of the ATLM.As Metodologias Ativas de Ensino-Aprendizagem (MAEA) são estratégias de inovaçãocurricular que privilegiam o protagonismo do aluno. Neste estudo, objetivou-se investigar as MAEA sob a percepção de discentes da área da saúde. Trata-se de estudo transversal, com abordagem descritiva, realizado por meio de questionários semiestruturadosdistribuídos a estudantes de oito cursos da Universidade Federal de Sergipe (UFS), campus Lagarto, de fevereiro de 2018 a junho de 2019. Os dados foram analisados de formadescritiva por meio do software Excel (Microsoft®) e STATA. Participaram desta pesquisa 412 (25%) discentes, 42,5% (n=175) estava no ciclo comum/básico (I ciclo). Quanto asatisfação com o ensino, 77% (n=317) dos estudantes relataram que ao menos um dosmódulos com MAEA deveria ter outra metodologia de ensino, e 30,3% (n=122) referiramque provavelmente ou com certeza mudariam de curso; 25,1% (n=102) referiram queprovavelmente ou com certeza mudariam de instituição de ensino. Na análise por módulo curricular, o módulo Tutorial que utiliza o PBL foi apontado como aquele que maisinfluencia na geração de tensão, ansiedade e estresse. O módulo de PEC baseado naproblematização influenciou de forma mais prevalente aspectos de Humanização e Criticidade. Habilidades, módulo mais diverso em MAEA, foi o que apresentou maior prevalência de elevada contribuição para formação profissional. Os resultados demonstrarampercepções diversas sobre as MAEA na educação superior indicando a importância demais estudos sobre as práticas pedagógicas na formação em saúde, e a necessidade dereflexão institucional e docente sobre a aplicabilidade das MAEA.Editora da UFRGS2023-01-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://seer.ufrgs.br/index.php/saberesplurais/article/view/12839510.54909/sp.v6i2.128395Saberes Plurais; Vol. 6 No. 2 (2022): Saberes Plur.Saberes Plurais Educação na Saúde; Vol. 6 Núm. 2 (2022): Saberes Plur.Saberes Plurais Educação na Saúde; v. 6 n. 2 (2022): Saberes Plur.2525-507X10.54909/sp.v6i2reponame:Saberes Plurais: Educação na saúdeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/saberesplurais/article/view/128395/87743http://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessMatos, Luiz Eduardo OliveiraSchott, MárciaJardim, Renata2023-07-26T15:45:23Zoai:seer.ufrgs.br:article/128395Revistahttps://seer.ufrgs.br/saberesplurais/PUBhttps://seer.ufrgs.br/saberesplurais/oaisaberesplurais@ufrgs.br2525-507X2525-507Xopendoar:2023-07-26T15:45:23Saberes Plurais: Educação na saúde - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION PERSPECTIVAS DISCENTES DAS METODOLOGIAS ATIVAS DE ENSINO-APRENDIZAGEM NA FORMAÇÃO EM SAÚDE |
title |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION |
spellingShingle |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION Matos, Luiz Eduardo Oliveira Educação Superior Sistema de Aprendizagem em Saúde Aprendizagem Baseada em Problemas Currículo Higher education Learning Health System Problem Based Learning Curriculum |
title_short |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION |
title_full |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION |
title_fullStr |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION |
title_full_unstemmed |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION |
title_sort |
STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION |
author |
Matos, Luiz Eduardo Oliveira |
author_facet |
Matos, Luiz Eduardo Oliveira Schott, Márcia Jardim, Renata |
author_role |
author |
author2 |
Schott, Márcia Jardim, Renata |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Matos, Luiz Eduardo Oliveira Schott, Márcia Jardim, Renata |
dc.subject.por.fl_str_mv |
Educação Superior Sistema de Aprendizagem em Saúde Aprendizagem Baseada em Problemas Currículo Higher education Learning Health System Problem Based Learning Curriculum |
topic |
Educação Superior Sistema de Aprendizagem em Saúde Aprendizagem Baseada em Problemas Currículo Higher education Learning Health System Problem Based Learning Curriculum |
description |
The Active Teaching-Learning Methodologies (ATLM) are curricular innovation strategies that focus on student protagonists. This study aimed to investigate the ATLM from the perception of students in the health area. This is a cross-sectional study, with an descriptive, and quantitative approach carried out through semi-structured questionnaires distributed to students from eight courses at Federal University of Sergipe, Lagarto Campus, from February 2018 to June 2019. Data were analyzed descriptively using Excel (Microsoft®) and STATA software. 412 (25%) students participated in this research, (77%; n=317) reported that at least one of the modules with ATLM should have another teaching methodology, 42,5% (n=175) was in the common/basic cycle (1st cycle), and 30,3% (n=122) said that they would probably or change their course; 25,1% (n=102) reported that they would probably or change educational institutions. The results showed different perceptions about ATLM in higher education, indicating the importance of further studies on pedagogical practices in health education. In the analysis of the curricular module, the Tutorial module that uses Problem Based Learning was identified as the one that most influences the generation of tension, anxiety, and stress. The PEC module based on problematization influenced more aspects of Humanization and Criticality. Skills were characterized as the most diverse module in ATLM, with the highest prevalence of high flow for professional training. The results can be different about the ATLM in higher education. Generally indicating the importance of further studies on pedagogical practices in health education and the need for institutional and teaching reflection on the applicability of the ATLM. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/saberesplurais/article/view/128395 10.54909/sp.v6i2.128395 |
url |
https://seer.ufrgs.br/index.php/saberesplurais/article/view/128395 |
identifier_str_mv |
10.54909/sp.v6i2.128395 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/saberesplurais/article/view/128395/87743 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da UFRGS |
publisher.none.fl_str_mv |
Editora da UFRGS |
dc.source.none.fl_str_mv |
Saberes Plurais; Vol. 6 No. 2 (2022): Saberes Plur. Saberes Plurais Educação na Saúde; Vol. 6 Núm. 2 (2022): Saberes Plur. Saberes Plurais Educação na Saúde; v. 6 n. 2 (2022): Saberes Plur. 2525-507X 10.54909/sp.v6i2 reponame:Saberes Plurais: Educação na saúde instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Saberes Plurais: Educação na saúde |
collection |
Saberes Plurais: Educação na saúde |
repository.name.fl_str_mv |
Saberes Plurais: Educação na saúde - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
saberesplurais@ufrgs.br |
_version_ |
1803388522504126464 |