Dentistry students' perception of active methodologies in the teaching-learning process

Detalhes bibliográficos
Autor(a) principal: Moura, Renata Mendes
Data de Publicação: 2022
Outros Autores: Trindade, Ana Laura Megre
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/29896
Resumo: The objective of the study was to evaluate the perception of undergraduate dental students at the Padre Gervásio National Institute for Higher Education regarding the use of Active Teaching Methodology and the portfolio in the teaching-learning process. This is an observational and cross-sectional study. We evaluated 300 randomly selected students, 30 from each term, who answered a questionnaire. Of the participants included in the research, 78% (234) were female and 22% (66) were male; 65% (195) of the participants totally agreed and 30% (90) partially agreed that the Active Teaching Methodology contributed to the development of the capacity to learn and update knowledge autonomously. Regarding the portfolio, 93% (279) of the sixth to tenth period students totally agreed that there was a greater stimulus to improve their performance when they received a sufficient concept in the portfolio and/or praising comments; no student disagreed. Thus, this study indicates that most students are favorable towards the use of the new teaching method and the clinical portfolio. However, the feeling of not being fully prepared for professional practice, without the support of the teacher, is a concern of the students in the last period of the course. This may explain, in part, the results obtained in this group of students.
id UNIFEI_0323e1ca063d718e2b152e3d91711fd6
oai_identifier_str oai:ojs.pkp.sfu.ca:article/29896
network_acronym_str UNIFEI
network_name_str Research, Society and Development
repository_id_str
spelling Dentistry students' perception of active methodologies in the teaching-learning process Percepción de los estudiantes de odontología sobre las metodologías activas en el proceso de enseñanza-aprendizajePercepção de estudantes de odontologia sobre metodologias ativas no processo de ensino-aprendizagem MethodologyTeachingDentistry.EnseñanzaMetodologíaOdontología.EnsinoMetodologiaOdontologia.The objective of the study was to evaluate the perception of undergraduate dental students at the Padre Gervásio National Institute for Higher Education regarding the use of Active Teaching Methodology and the portfolio in the teaching-learning process. This is an observational and cross-sectional study. We evaluated 300 randomly selected students, 30 from each term, who answered a questionnaire. Of the participants included in the research, 78% (234) were female and 22% (66) were male; 65% (195) of the participants totally agreed and 30% (90) partially agreed that the Active Teaching Methodology contributed to the development of the capacity to learn and update knowledge autonomously. Regarding the portfolio, 93% (279) of the sixth to tenth period students totally agreed that there was a greater stimulus to improve their performance when they received a sufficient concept in the portfolio and/or praising comments; no student disagreed. Thus, this study indicates that most students are favorable towards the use of the new teaching method and the clinical portfolio. However, the feeling of not being fully prepared for professional practice, without the support of the teacher, is a concern of the students in the last period of the course. This may explain, in part, the results obtained in this group of students.El objetivo del estudio fue evaluar la percepción de los estudiantes de pregrado de Odontología del Instituto Nacional de Enseñanza Superior Padre Gervásio sobre el uso de la Metodología de Enseñanza Activa y del portafolio en el proceso de enseñanza-aprendizaje. Se trata de un estudio observacional y transversal. Evaluamos a 300 estudiantes seleccionados al azar, 30 de cada periodo, que respondieron a un cuestionario. De los participantes incluidos en la investigación, el 78% (234) eran mujeres y el 22% (66) hombres; el 65% (195) de los participantes estaban totalmente de acuerdo y el 30% (90) parcialmente de acuerdo en que la Metodología de Enseñanza Activa contribuía al desarrollo de la capacidad de aprender y actualizar conocimientos de forma autónoma. En cuanto al portafolio, el 93% (279) de los estudiantes del sexto al décimo período estuvieron totalmente de acuerdo en que había un mayor estímulo para mejorar su rendimiento cuando recibían un concepto suficiente en el portafolio y/o comentarios elogiosos; ningún estudiante estuvo en desacuerdo. Así, este estudio indica que la mayoría de los estudiantes son favorables al uso del nuevo método de enseñanza y del portafolio clínico. Sin embargo, la sensación de no estar totalmente preparado para la práctica profesional, sin el apoyo del profesor, es una preocupación de los alumnos en el último periodo del curso. Esto puede explicar, en parte, los resultados obtenidos en este grupo de estudiantes.O objetivo do estudo foi avaliar a percepção dos graduandos em Odontologia do Instituto Nacional de Ensino Superior Padre Gervásio frente à utilização da Metodologia Ativa de Ensino e do portfólio no processo de ensino-aprendizagem. Trata-se de estudo observacional e transversal. Foram avaliados 300 estudantes selecionados aleatoriamente, 30 de cada período, os quais responderam a um questionário. Dos participantes incluídos na pesquisa, 78% (234) eram do gênero feminino e 22% (66) do masculino; 65% (195) dos participantes concordaram totalmente e 30% (90) concordaram parcialmente que a Metodologia Ativa de Ensino contribuiu para o desenvolvimento da capacidade de aprender e atualizar conhecimentos de forma autônoma. Em relação ao portfólio, 93% (279) dos estudantes do sexto ao decimo período concordaram totalmente que houve maior estímulo para aperfeiçoar o seu desempenho ao receber conceito suficiente no portfólio e/ou comentários elogiosos; nenhum aluno discordou. Dessa forma, este trabalho indica que a maior parte dos acadêmicos é favorável quanto à utilização do novo método de ensino e do portfólio clínico. Entretanto, o sentimento de não estarem plenamente capacitados para o exercício profissional, sem o respaldo do professor é uma preocupação dos alunos do último período do curso. Isso pode explicar, em parte, os resultados obtidos neste grupo de alunos.Research, Society and Development2022-05-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2989610.33448/rsd-v11i7.29896Research, Society and Development; Vol. 11 No. 7; e24911729896Research, Society and Development; Vol. 11 Núm. 7; e24911729896Research, Society and Development; v. 11 n. 7; e249117298962525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/29896/25835Copyright (c) 2022 Renata Mendes Moura; Ana Laura Megre Trindadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMoura, Renata Mendes Trindade, Ana Laura Megre 2022-06-06T15:12:05Zoai:ojs.pkp.sfu.ca:article/29896Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:46:50.726133Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Dentistry students' perception of active methodologies in the teaching-learning process
Percepción de los estudiantes de odontología sobre las metodologías activas en el proceso de enseñanza-aprendizaje
Percepção de estudantes de odontologia sobre metodologias ativas no processo de ensino-aprendizagem
title Dentistry students' perception of active methodologies in the teaching-learning process
spellingShingle Dentistry students' perception of active methodologies in the teaching-learning process
Moura, Renata Mendes
Methodology
Teaching
Dentistry.
Enseñanza
Metodología
Odontología.
Ensino
Metodologia
Odontologia.
title_short Dentistry students' perception of active methodologies in the teaching-learning process
title_full Dentistry students' perception of active methodologies in the teaching-learning process
title_fullStr Dentistry students' perception of active methodologies in the teaching-learning process
title_full_unstemmed Dentistry students' perception of active methodologies in the teaching-learning process
title_sort Dentistry students' perception of active methodologies in the teaching-learning process
author Moura, Renata Mendes
author_facet Moura, Renata Mendes
Trindade, Ana Laura Megre
author_role author
author2 Trindade, Ana Laura Megre
author2_role author
dc.contributor.author.fl_str_mv Moura, Renata Mendes
Trindade, Ana Laura Megre
dc.subject.por.fl_str_mv Methodology
Teaching
Dentistry.
Enseñanza
Metodología
Odontología.
Ensino
Metodologia
Odontologia.
topic Methodology
Teaching
Dentistry.
Enseñanza
Metodología
Odontología.
Ensino
Metodologia
Odontologia.
description The objective of the study was to evaluate the perception of undergraduate dental students at the Padre Gervásio National Institute for Higher Education regarding the use of Active Teaching Methodology and the portfolio in the teaching-learning process. This is an observational and cross-sectional study. We evaluated 300 randomly selected students, 30 from each term, who answered a questionnaire. Of the participants included in the research, 78% (234) were female and 22% (66) were male; 65% (195) of the participants totally agreed and 30% (90) partially agreed that the Active Teaching Methodology contributed to the development of the capacity to learn and update knowledge autonomously. Regarding the portfolio, 93% (279) of the sixth to tenth period students totally agreed that there was a greater stimulus to improve their performance when they received a sufficient concept in the portfolio and/or praising comments; no student disagreed. Thus, this study indicates that most students are favorable towards the use of the new teaching method and the clinical portfolio. However, the feeling of not being fully prepared for professional practice, without the support of the teacher, is a concern of the students in the last period of the course. This may explain, in part, the results obtained in this group of students.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/29896
10.33448/rsd-v11i7.29896
url https://rsdjournal.org/index.php/rsd/article/view/29896
identifier_str_mv 10.33448/rsd-v11i7.29896
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/29896/25835
dc.rights.driver.fl_str_mv Copyright (c) 2022 Renata Mendes Moura; Ana Laura Megre Trindade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Renata Mendes Moura; Ana Laura Megre Trindade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 7; e24911729896
Research, Society and Development; Vol. 11 Núm. 7; e24911729896
Research, Society and Development; v. 11 n. 7; e24911729896
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052766535811072

Registros relacionados