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Introduction: Flipped Classroom (FC) is an Active Learning Methodology characterized by the sending of teaching materials to students in advance, so that the classroom moment is entirely dedicated to non-expository activities. The FC was implemented in 2019 for the teaching of Clinical Examination (CE) aimed at undergraduate medical students at a Higher Education Institution in the Northeast region of Brazil. Objective: To analyze the implementation of FC for CE learning compared to the mini-exposure methodology followed by practice. Method: Analysis of educational intervention with historical control over the implementation of the FC methodology carried out in three phases. In the first, the two tutors involved in the implementation or who acted as teachers were evaluated through a semi-structured interview about the FC implementation process and its initial operation. The second consisted in the assessment of 44 medical students, through a Likert questionnaire, on learning with the new methodology. The third consisted in evaluating the grades obtained by 66 students who experienced learning with FC in relation to 142 students who experienced the previous methodology. Result: The evaluated tutors knew little about the methodology before it was implemented and believe that its implementation promoted gains, such as students’ greater dedication to individual study. The initial difficulty arose from the creation of an extensive database of questions for the pre-test, which was carried out at the beginning of the in-person moments. The evaluated students reported being well adapted and agree with the benefits of FC, including: feeling stimulated to study, developing the practice more easily and the presence of pre-tests that help to improve individual study. The results of the comparison of grades showed a significant increase in performance when comparing students who experienced the FC (9,11 - SD 0,45) with those who experienced the previous methodology (8,49 - SD 0,91). Conclusion: The methodology was satisfactorily implemented, promoted gains in learning and optimized the in-person time to be entirely dedicated to practical learning.

No abstract

Introduction: Flipped Classroom (FC) is an Active Learning Methodology characterized by the sending of teaching materials to students in advance, so that the classroom moment is entirely dedicated to non-expository activities. The FC was implemented in 2019 for the teaching of Clinical Examination (CE) aimed at undergraduate medical students at a Higher Education Institution in the Northeast region of Brazil. Objective: To analyze the implementation of FC for CE learning compared to the mini-exposure methodology followed by practice. Method: Analysis of educational intervention with historical control over the implementation of the FC methodology carried out in three phases. In the first, the two tutors involved in the implementation or who acted as teachers were evaluated through a semi-structured interview about the FC implementation process and its initial operation. The second consisted in the assessment of 44 medical students, through a Likert questionnaire, on learning with the new methodology. The third consisted in evaluating the grades obtained by 66 students who experienced learning with FC in relation to 142 students who experienced the previous methodology. Result: The evaluated tutors knew little about the methodology before it was implemented and believe that its implementation promoted gains, such as students’ greater dedication to individual study. The initial difficulty arose from the creation of an extensive database of questions for the pre-test, which was carried out at the beginning of the in-person moments. The evaluated students reported being well adapted and agree with the benefits of FC, including: feeling stimulated to study, developing the practice more easily and the presence of pre-tests that help to improve individual study. The results of the comparison of grades showed a significant increase in performance when comparing students who experienced the FC (9,11 - SD 0,45) with those who experienced the previous methodology (8,49 - SD 0,91). Conclusion: The methodology was satisfactorily implemented, promoted gains in learning and optimized the in-person time to be entirely dedicated to practical learning.

O presente relato objetiva descrever a experiência de três ligantes na produção e na participação do projeto de extensão Idosopod, bem como apresentar a experiência do projeto, enquanto instrumento de educação em saúde nos âmbitos da Geriatria e da Gerontologia, e relatar aspectos e impactos quantitativos e qualitativos da experiência citada. Método: O projeto de extensão Idosopod fundamenta-se na construção de um olhar voltado para a saúde e o cotidiano dos idosos, procurando informar mais a sociedade acerca do tema. O Idosopod busca difundir informações sobre os âmbitos da Geriatria e da Gerontologia, através da mídias sociais, como Instagram e Spotify, a partir de conteúdos em lives que serão transformadas em podcasts, sendo produzidos pelos orientadores e ligantes da Liga Acadêmica de Geriatria da Universidade de Pernambuco. Resultados: O projeto obteve mais de 150 reproduções na plataforma Spotify e mais de 3000 visualizações na plataforma Instagram, além de significativo feedback positivo dos participantes. Conclusão: Observou-se positiva relação na escolha de temas que