Metodologia ativa de ensino-aprendizagem aplicada na disciplina de Medicina Laboratorial: percep??o dos estudantes

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A Escola Multicampi de Ci?ncias M?dicas da Universidade Federal do Rio Grande do Norte (EMCM-UFRN) foi criada em 2013 com a implanta??o do curso de Medicina com campus no interior, no munic?pio de Caic?. O Projeto Pol?tico Pedag?gico (PPP) da EMCM segue o preconizado pelas Diretrizes Curriculares Nacionais (DCNs) do Curso de Gradua??o em Medicina ao adotar metodologias de ensino-aprendizagem centradas no aluno, tendo o professor como facilitador deste processo. A integra??o entre os conte?dos sob uma ?tica contextualizada leva a melhor compreens?o para uma aplica??o imediata dos saberes. Os conte?dos de Medicina Laboratorial (ML) est?o presentes em diversos segmentos do curr?culo do curso, sendo a disciplina ML, uma optativa que visa incrementar as habilidades de solicita??o/interpreta??o de dados laboratoriais, considerando o custo-benef?cio. O objetivo deste trabalho ? construir e aplicar a disciplina de ML utilizando metodologias ativas de ensino-aprendizagem a estudantes de medicina da EMCM e avaliar sua percep??o. Ao final da disciplina, foi aplicado um instrumento com 40 itens para avaliar o grau de concord?ncia dos estudantes sobre a efetividade do emprego de metodologia ativa na disciplina de ML. Utilizando a escala Likert, foram calculadas as m?dias, desvios padr?es (DP) modas e medianas das respostas, al?m de categorizar as m?dias em Ruins, Regulares ou Boas. Contando com a participa??o de 25 estudantes, foram analisadas as respostas sobre as tem?ticas: 1 - Disciplina, 2 - Infraestrutura, 3- Professores e 4 ? Alunos. A concentra??o das m?dias pr?xima ao limite superior da escala sugere positiva a percep??o dos alunos frente ?s quatro tem?ticas avaliadas. A maioria das m?dias dos itens se encaixaram na categoria Bom, sendo que nenhum item foi categorizado como Ruim. A partir da percep??o dos estudantes, ? poss?vel concluir que o emprego de metodologias ativas na disciplina ML pode levar o estudante a despertar a motiva??o intr?nseca pelo aprendizado, o que facilita o processo de ensino-aprendizagem.
The Multicampi School of Medical Sciences of the Federal University of Rio Grande do Norte (EMCM-UFRN) was created in 2013 with the implementation of the Medicine course with campus in the interior, in the municipality of Caic?. The EMCM's Pedagogical Political Project (PPP) follows the National Curricular Guidelines (DCNs) of the Medical Graduation Course by adopting student-centered teaching-learning methodologies, with the teacher as facilitator of this process. The integration of content from a contextualized perspective leads to a better understanding of the immediate application of knowledge. The contents of Laboratory Medicine (LM) are present in several segments of the curriculum of the course, being the LM discipline, an optional one that aims to increase the skills of requesting / interpreting laboratory data, considering cost-benefit. The objective of this study is to build and apply the ML discipline using active teaching-learning methodologies to EMCM medical students and to evaluate their perception. At the end of the course, an instrument with 40 items was applied to evaluate the students' degree of agreement on the effectiveness of the active methodology in LM. Using the Likert scale, the averages, standard deviations (SD), mode and medians of the responses were calculated, in addition to categorizing the averages in Bad, Regular or Good. With the participation of 25 students, the answers on the topics were analyzed: 1 - Discipline, 2 - Infrastructure, 3 - Teachers and 4 - Students. The concentration of means near the upper limit of the scale suggests a positive perception of the students in relation to the four themes evaluated. Most of the item averages fallen into the Good category, and no item was categorized as Bad. From the students' perceptions, it is possible to conclude that the use of active methodologies in the LM discipline can lead the student to awaken the intrinsic motivation for learning, which facilitates the teaching-learning process.