STUDENTS’ PERSPECTIVES OF ACTIVE TEACHING-LEARNING METHODOLOGIES IN HEALTH EDUCATION

Detalhes bibliográficos
Autor(a) principal: Matos, Luiz Eduardo Oliveira
Data de Publicação: 2023
Outros Autores: Schott, Márcia, Jardim, Renata
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.
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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
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