Poster as a teaching-learning strategy to encourage the scientific career of undergraduate students

Abstract

An evaluation of the Brazilian Ministry of Education showed that one of the problems of the teaching-learning process of a medical course was the lack of stimulation for participation in scientific events. This article reports the experience of using posters and writing experience reports as a strategy to overcome the limitation pointed out. The teaching method used to develop this experience was the Arch de Maguerez. In the context of a collective health teaching module, students were encouraged to develop scientific posters to present the activities developed in health units during the semester. During this semester, each group developed three posters, each with specific objectives. Poster presentations and evaluations were carried out in the classroom and difficulties were identified. Appreciative feedback and peer review were carried out and made possible the improvement of the posters and overcoming difficulties throughout the presentations. The experience reported in this work proved to be effective for the development of competences related to academic and scientific development, is inexpensive and can be replicated in any academic course.