Abordagens de aprendizado e sua correlação com ambiente educacional e características individuais em escola médica
Resumo: Introdução: A qualidade de aprendizado de estudantes de escolas médicas tem sido tema recorrente da literatura mundial nas últimas décadas, mas há escassez de estudos nacionais acerca do assunto. O ambiente de ensino deve favorecer o aprendizado profundo, por estar intimamente relacionado co...
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Published in | Revista brasileira de educação médica Vol. 45; no. 3 |
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Main Authors | , , , , , |
Format | Journal Article |
Language | Portuguese |
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Associação Brasileira de Educação Médica
2021
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Abstract | Resumo: Introdução: A qualidade de aprendizado de estudantes de escolas médicas tem sido tema recorrente da literatura mundial nas últimas décadas, mas há escassez de estudos nacionais acerca do assunto. O ambiente de ensino deve favorecer o aprendizado profundo, por estar intimamente relacionado com uma aprendizagem significativa. Metodologias ativas de aprendizagem são vinculadas a maior qualidade de aprendizado, por propiciarem ambiente favorável ao aprendizado profundo. Objetivo: Este estudo teve como objetivos avaliar a qualidade do aprendizado de estudantes de Medicina de um curso que adota metodologias ativas de aprendizagem e correlacioná-la com as percepções dos alunos acerca do ambiente educacional e com dados sociodemográficos. Método: Trata-se de estudo descritivo transversal realizado com estudantes do curso de Medicina da Universidade Federal de São Carlos (UFSCar), do primeiro ao sexto ano. Foram utilizados os instrumentos R-SPQ-2F, DREEM e questionário sociodemográfico. Realizou-se análise descritiva, e compararam-se as frequências por meio do teste do qui-quadrado ou teste exato de Fisher. As diferenças entre médias foram avaliadas por meio de teste t de Student ou teste de Mann-Whitney, quando se compararam somente dois grupos, ou por meio de análise de variância (ANOVA) ou teste de Kruskal-Wallis, quando comparados mais de dois grupos. As associações entre as variáveis quantitativas foram verificadas por meio do coeficiente de correlação de Pearson ou de Spearman. A análise estatística foi realizada com auxílio do programa IBM SPSS Statistics versão 25.0, e adotou-se como parâmetro de significância um valor de p < 0,05. Resultado: Entrevistaram-se 226 alunos. A pontuação média para abordagem profunda foi de 33,52 e, para a abordagem superficial, 17,42. Em relação à percepção do ambiente educacional, a média foi de 129,77 pontos. As variáveis objetivas que demonstraram influência sobre o aprendizado foram: sexo, idade de início do curso, contato prévio com metodologias ativas, prática de idiomas, ter graduação ou pós-graduação prévia, receber auxílio financeiro de familiares e ano da graduação. Conclusão: As metodologias ativas de aprendizagem podem estimular a adoção de estratégias de aprendizado profundo. O estudo dos fatores que influenciam na abordagem de aprendizado é complexo e envolve questões individuais subjetivas.
Abstract: Introduction: The quality of learning of medical students has been a recurring subject of research in recent decades, but there are scarce national studies on it. The learning environment should encourage deep learning, as it is intimately related to meaningful learning. Active learning methods are linked to better quality of learning, since they provide a favorable environment for deep learning. Objective: The aim of this study was to evaluate the quality of learning of students at a medical school that adopts active learning methods for all course years and correlate it to students’ views on educational environment and sociodemographic data. Method: This is a cross-sectional descriptive study with 1st to 6th-year medical students from the Federal University of São Carlos. The R-SPQ-2f, DREEM and sociodemographic questionnaires were applied. Descriptive analysis was performed, and frequencies were compared using chi-square test or Fisher’s exact test. Differences between means were evaluated with either Student’s t-test or Mann-Whitney’s test, when comparing only two groups, and with one-way analysis of variance (ANOVA) or Kruskal-Wallis’ test, when comparing more than two groups. Associations between quantitative variables were verified with either Pearson’s or Spearman’s correlation coefficient. Statistical analysis was performed with IBM SPSS Statistics version 25.0. For significance, p-value<0.05 was adopted. Result: 226 students were interviewed. The average deep learning score was 33.52 points, and, for superficial learning, 17.42 points. As for how the environment was perceived, the average score was 129.77. The objective variables that showed influence in learning were sex, course start age, previous contact with active learning methods, language study, previous undergraduate training, or post-graduate degree, receiving financial help from family and current course year. Conclusion: Active learning methods may stimulate the adoption of deep learning strategies. The evaluation of factors that influence study approaches is complex, involving subjective individual parameters. |
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AbstractList | Resumo: Introdução: A qualidade de aprendizado de estudantes de escolas médicas tem sido tema recorrente da literatura mundial nas últimas décadas, mas há escassez de estudos nacionais acerca do assunto. O ambiente de ensino deve favorecer o aprendizado profundo, por estar intimamente relacionado com uma aprendizagem significativa. Metodologias ativas de aprendizagem são vinculadas a maior qualidade de aprendizado, por propiciarem ambiente favorável ao aprendizado profundo. Objetivo: Este estudo teve como objetivos avaliar a qualidade do aprendizado de estudantes de Medicina de um curso que adota metodologias ativas de aprendizagem e correlacioná-la com as percepções dos alunos acerca do ambiente educacional e com dados sociodemográficos. Método: Trata-se de estudo descritivo transversal realizado com estudantes do curso de Medicina da Universidade Federal de São Carlos (UFSCar), do primeiro ao sexto ano. Foram utilizados os instrumentos R-SPQ-2F, DREEM e questionário sociodemográfico. Realizou-se análise descritiva, e compararam-se as frequências por meio do teste do qui-quadrado ou teste exato de Fisher. As diferenças entre médias foram avaliadas por meio de teste t de Student ou teste de Mann-Whitney, quando se compararam somente dois grupos, ou por meio de análise de variância (ANOVA) ou teste de Kruskal-Wallis, quando comparados mais de dois grupos. As associações entre as variáveis quantitativas foram verificadas por meio do coeficiente de correlação de Pearson ou de Spearman. A análise estatística foi realizada com auxílio do programa IBM SPSS Statistics versão 25.0, e adotou-se como parâmetro de significância um valor de p < 0,05. Resultado: Entrevistaram-se 226 alunos. A pontuação média para abordagem profunda foi de 33,52 e, para a abordagem superficial, 17,42. Em relação à percepção do ambiente educacional, a média foi de 129,77 pontos. As variáveis objetivas que demonstraram influência sobre o aprendizado foram: sexo, idade de início do curso, contato prévio com metodologias ativas, prática de idiomas, ter graduação ou pós-graduação prévia, receber auxílio financeiro de familiares e ano da graduação. Conclusão: As metodologias ativas de aprendizagem podem estimular a adoção de estratégias de aprendizado profundo. O estudo dos fatores que influenciam na abordagem de aprendizado é complexo e envolve questões individuais subjetivas. Resumo: Introdução: A qualidade de aprendizado de estudantes de escolas médicas tem sido tema recorrente da literatura mundial nas últimas décadas, mas há escassez de estudos nacionais acerca do assunto. O ambiente de ensino deve favorecer o aprendizado profundo, por estar intimamente relacionado com uma aprendizagem significativa. Metodologias ativas de aprendizagem são vinculadas a maior qualidade de aprendizado, por propiciarem ambiente favorável ao aprendizado profundo. Objetivo: Este estudo teve como objetivos avaliar a qualidade do aprendizado de estudantes de Medicina de um curso que adota metodologias ativas de aprendizagem e correlacioná-la com as percepções dos alunos acerca do ambiente educacional e com dados sociodemográficos. Método: Trata-se de estudo descritivo transversal realizado com estudantes do curso de Medicina da Universidade Federal de São Carlos (UFSCar), do primeiro ao sexto ano. Foram utilizados os instrumentos R-SPQ-2F, DREEM e questionário sociodemográfico. Realizou-se análise descritiva, e compararam-se as frequências por meio do teste do qui-quadrado ou teste exato de Fisher. As diferenças entre médias foram avaliadas por meio de teste t de Student ou teste de Mann-Whitney, quando se compararam somente dois grupos, ou por meio de análise de variância (ANOVA) ou teste de Kruskal-Wallis, quando comparados mais de dois grupos. As associações entre as variáveis quantitativas foram verificadas por meio do coeficiente de correlação de Pearson ou de Spearman. A análise estatística foi realizada com auxílio do programa IBM SPSS Statistics versão 25.0, e adotou-se como parâmetro de significância um valor de p < 0,05. Resultado: Entrevistaram-se 226 alunos. A pontuação média para abordagem profunda foi de 33,52 e, para a abordagem superficial, 17,42. Em relação à percepção do ambiente educacional, a média foi de 129,77 pontos. As variáveis objetivas que demonstraram influência sobre o aprendizado foram: sexo, idade de início do curso, contato prévio com metodologias ativas, prática de idiomas, ter graduação ou pós-graduação prévia, receber auxílio financeiro de familiares e ano da graduação. Conclusão: As metodologias ativas de aprendizagem podem estimular a adoção de estratégias de aprendizado profundo. O estudo dos fatores que influenciam na abordagem de aprendizado é complexo e envolve questões individuais subjetivas. Abstract: Introduction: The quality of learning of medical students has been a recurring subject of research in recent decades, but there are scarce national studies on it. The learning environment should encourage deep learning, as it is intimately related to meaningful learning. Active learning methods are linked to better quality of learning, since they provide a favorable environment for deep learning. Objective: The aim of this study was to evaluate the quality of learning of students at a medical school that adopts active learning methods for all course years and correlate it to students’ views on educational environment and sociodemographic data. Method: This is a cross-sectional descriptive study with 1st to 6th-year medical students from the Federal University of São Carlos. The R-SPQ-2f, DREEM and sociodemographic questionnaires were applied. Descriptive analysis was performed, and frequencies were compared using chi-square test or Fisher’s exact test. Differences between means were evaluated with either Student’s t-test or Mann-Whitney’s test, when comparing only two groups, and with one-way analysis of variance (ANOVA) or Kruskal-Wallis’ test, when comparing more than two groups. Associations between quantitative variables were verified with either Pearson’s or Spearman’s correlation coefficient. Statistical analysis was performed with IBM SPSS Statistics version 25.0. For significance, p-value<0.05 was adopted. Result: 226 students were interviewed. The average deep learning score was 33.52 points, and, for superficial learning, 17.42 points. As for how the environment was perceived, the average score was 129.77. The objective variables that showed influence in learning were sex, course start age, previous contact with active learning methods, language study, previous undergraduate training, or post-graduate degree, receiving financial help from family and current course year. Conclusion: Active learning methods may stimulate the adoption of deep learning strategies. The evaluation of factors that influence study approaches is complex, involving subjective individual parameters. |
Author | Fischer, João Marcos da Silva Avó, Lucimar da Silva Retto de Germano, Carla Maria Ramos Rocha, Sheyla Ribeiro Rossi, Giulia Zanata Casalecchi, Gabriel Avila |
AuthorAffiliation | Universidade Federal de São Carlos |
AuthorAffiliation_xml | – name: Universidade Federal de São Carlos |
Author_xml | – sequence: 1 givenname: Giulia Zanata orcidid: 0000-0001-8501-2286 surname: Rossi fullname: Rossi, Giulia Zanata organization: Universidade Federal de São Carlos, Brazil – sequence: 2 givenname: João Marcos da Silva orcidid: 0000-0001-9488-1475 surname: Fischer fullname: Fischer, João Marcos da Silva organization: Universidade Federal de São Carlos, Brazil – sequence: 3 givenname: Sheyla Ribeiro orcidid: 0000-0003-1926-4439 surname: Rocha fullname: Rocha, Sheyla Ribeiro organization: Universidade Federal de São Carlos, Brazil – sequence: 4 givenname: Gabriel Avila orcidid: 0000-0003-1637-0180 surname: Casalecchi fullname: Casalecchi, Gabriel Avila organization: Universidade Federal de São Carlos, Brazil – sequence: 5 givenname: Lucimar da Silva Retto de orcidid: 0000-0001-7282-420X surname: Avó fullname: Avó, Lucimar da Silva Retto de organization: Universidade Federal de São Carlos, Brazil – sequence: 6 givenname: Carla Maria Ramos orcidid: 0000-0001-5030-7164 surname: Germano fullname: Germano, Carla Maria Ramos organization: Universidade Federal de São Carlos, Brazil |
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Keywords | Aprendizagem Baseada em Problemas Problem-Based Learning Estudantes de Medicina Aprendizado Profundo Medical Students Deep Learning |
Language | Portuguese |
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publication-title: Am J Physiol - Adv Physiol Educ contributor: fullname: Gurpinar, E; Kulac, E; Tetik, C; Akdogan, I; Mamakli, S – volume: 15 start-page: 1 issue: 1 year: 2015 end-page: 8 article-title: Progress testing in the medical curriculum: students’ approaches to learning and perceived stress publication-title: BMC Med Educ contributor: fullname: Chen, Y; Henning, M; Yielder, J; Jones, R; Wearn, A; Weller, J – volume: 22 start-page: 1 issue: 1 year: 2009 end-page: 11 article-title: Measuring students’ perceptions of the educational climate of the new curriculum at the Pontificia Universidad Católica de Chile: performance of the Spanish translation of the Dundee Ready Education Environment Measure (DREEM) publication-title: Educ Heal Chang Learn Pract contributor: fullname: Riquelme, A; Oporto, M; Oporto, J; Méndez, JI; Viviani, P; Salech, F – volume: 31 start-page: 80 issue: 2 year: 2018 end-page: 86 article-title: A cross-sectional examination of the relationship between approaches to learning and perceived stress among medical students in Malaysia publication-title: Educ Heal contributor: fullname: Behzadnia, A; Smith, D; Goodson, M – volume: 5 start-page: 243 issue: 3 year: 2010 end-page: 260 article-title: Using student-centred learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness publication-title: Educ Res Rev contributor: fullname: Baeten, M; Kyndt, E; Struyven, K; Dochy, F – volume: 14 start-page: 27 issue: 1 year: 2011 end-page: 34 article-title: Percepción de los estudiantes de medicina del ambiente educativo en una facultad con currículo tradicional (UCH-Chile) y otra con currículo basado en problemas (UNC-Argentina) publication-title: Educ Med contributor: fullname: Díaz-Véliz, G; Mora, S; Bianchi, R; Gargiulo, PA; Terán, C; Gorena, D – volume: 25 start-page: 525 issue: 6 year: 2016 end-page: 532 article-title: The effect of problem-based learning on improvement of the medical educational environment: a systematic review and meta-analysis publication-title: Med Princ Pract contributor: fullname: Qin, Y; Wang, Y; Floden, RE – volume: 16 start-page: 1 issue: 1 year: 2016 end-page: 12 article-title: Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis publication-title: BMC Med Educ contributor: fullname: Chiu, YL; Liang, JC; Hou, CY; Tsai, CC – volume: 8 start-page: 1 year: 2017 end-page: 12 article-title: Epistemic cognition in medical education: a literature review publication-title: Int J Med Educ contributor: fullname: Eastwood, JL; Koppelman-White, E; Mi, M; Wasserman, JA; Krug, EF; Joyce, B |
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SubjectTerms | Aprendizado Profundo Aprendizagem Baseada em Problemas Estudantes de Medicina HEALTH CARE SCIENCES & SERVICES |
Title | Abordagens de aprendizado e sua correlação com ambiente educacional e características individuais em escola médica |
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