Evaluation of participatory teaching methods in undergraduate medical students’ learning along the first academic courses

Abstract

The European Higher Education Area (EHEA) is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year). Quantitative (conventional survey statistics) and qualitative (open coding) approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.

Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda

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Training and evaluation of professional competency in pediatric nursing: perspective of university professors

“…In this process, teacher reflection as educators is recommended in facing students' denial and resistance to transformative, critical and reflexive education, which adopts active teaching-learning methodologies, rethinking how the active method should be approached and applied in the search for new results and adherence to this innovative teaching (22) .…”

O Ensino Híbrido E a Reconfiguração Do Trabalho Docente

“…Tendo em vista as diferenças que gênero e idade/maturidade podem ter na percepção discente acerca de métodos de ensino e cientes da existência de trabalhos que demonstram essas diferenças (GAL et al, 2018;WEHRWEIN;DICARLO, 2007) verificamos se essas variáveis tinham algum impacto na percepção discente. Interessantemente, diferente do imaginado pelos autores, no presente estudo não houve divergências entre as opiniões dos subgrupos de estudantes como, por exemplo, aqueles que já possuíam graduação prévia ou eram mais velhos, assim como não houve distinção entre as opiniões de homens e mulheres sugerindo certa uniformização da percepção discente.…”