Situação-problema como disparador do processo de ensino-aprendizagem em metodologias ativas de ensino

Guedes-Granzotti, Raphaela Barroso; Silva, Kelly da; Dornelas, Rodrigo; César, Carla Patrícia Hernandez Alves Ribeiro; Pellicani, Ariane Damasceno; Domenis, Danielle Ramos

doi:10.1590/1982-021620151768015

Cited by 9 publications

(12 citation statements)

References 16 publications

(18 reference statements)

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“…This is one of the few studies to describe active methodologies in the scenario of graduate classes (Master course). The selection of contents should be compatible to the reality that the student will face in the "real world" because during all TBL process the students use their previous experience and knowledge to search and acquire new information, assuming a critical attitude when facing and discussing real problems 9 .…”

Section: Resultsmentioning

confidence: 99%

“…In a study conducted in an undergraduate Fonoaudiology course, Guedes-Granzottiet al 9 concluded that the use of active teaching methodologies aims to capacitate professionals to be resolutive and able to continuously improve their knowledge and practice their activities according to standard Public Health guidelines. Other discourses about the method used in our course were:…”

Section: Resultsmentioning

confidence: 99%

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Team-Based Learning: Successful Experience in a Public Health Graduate Program

Silva

Medeiros

Oliveira

et al. 2017

Rev. bras. educ. med.

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Background: In the review of curriculum matrices, the elaboration of learning strategies that combine theory and practice is extremely important, allowing the building of new concepts and learning methods by the students. Team-based learning (TBL) is growing in academic centers and refers to the pedagogic strategy grounded in constructivism. The aim of this research was to describe the application of TBL in a Public Health graduate program. Methods: TBL was applied in a class with 22 students in the discipline “Quantitative Research in Health” of the Public Health graduate program (Master degree) at the University of Fortaleza, Brazil, in 2016. The discipline was structured in 8 lessons, approaching the thematic of quantitative research. Before each class the students were required to study the contents at home, a test was done for each subject in the beginning of each class (individually and then in teams of 5 or 6 students) and then a brief review was performed by the professor, where the students could ask questions and solve any doubt. At the end of the semester an evaluation questionnaire was applied with objective questions and a qualitative survey. Results: The application of TBL was done in a class with 22 students of the Public health Master Program, aged 22 to 36 years, and 83.3% were female. The method was well received by the students. All the evaluations and discussions went on without any problem. There were some complaints about the requirement to study at home prior to the classes. Students’ evaluation of the discipline and the TBL method was satisfactory with answers’ average score of 4.7 (scale 0-5). The lowestscore was achieved by the question number 11 (4.3) about the students motivation for their study at home. The comparison with the evaluation of the previous semester (where a traditional method was applied) evidenced higher scores for the TBL method. Conclusions: The application of TBL was satisfactory and the main difficulty presented by students was the requirement for previous study at home. TBL was better evaluated than the traditional method.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Team-Based Learning: Successful Experience in a Public Health Graduate Program

Silva

Medeiros

Oliveira

et al. 2017

Rev. bras. educ. med.

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show abstract

“…Only at the end of this whole process, the final score was assigned to a particular problem situation. Another aspect considered was the assessment the scholars conducted from the PS, because this case has not been well thought out, it can incur in group difficulties in identifying the learning objectives, damaging its discussion (GUEDES-GRANZOTTI et al, 2015b). Thus, the analysis of the assessment of SP of the offered modules was performed by checking the modules in which the averages of the grades given by the students were greater than or equal to three.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, the evaluation is not centered on the professor, becoming a democratic space of knowledge about themselves, about each other and about their own learning (GUEDES-GRANZOTTI et al, 2015b).…”

Section: Introductionmentioning

confidence: 99%

Active teaching methodologies in health area: comparison between the oral and written speeches of college students

et al. 2017

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ABSTRACT:The aim of this study was to compare the performance between the oral and written speeches of students of the Health area that use active teaching methodologies. Thus, it was designed a study of observational, transversal and analytical nature, comparing the notes of oral and written productions (portfolios) of students of a Health course that fully utilizes the active methodologies. The sample consisted of 25 students, 23 female and two male, with an average age of 23 (± 5 years). For statistical analysis we used the Wilcoxon tests and the Pearson correlation test, with 5% significance level. There was a lower student performance in the written speech (6,73 ± 1,87) when compared to the oral (7,66 ± 2,08), with a statistically significant difference between both of them (p<0,01), with a strong correlation between the average obtained in the two modalities evaluated (R=0,723). It can be concluded that students present more difficulty in written speeches when compared to the oral ones, revealing that even with the use of active methodologies, the improvement of written communication still is necessary between the students of the studied sample.

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“…Verifica-se a necessidade da formação do profissional não só com habilidades técnico-científicas, mas também com capacidade crítica, avaliativa e resolutiva 26,27 . Neste estudo, foram apresentados dados referentes à avaliação discente, que já aponta a necessidade de reformulações.…”

Section: Conclusãounclassified

Avaliação da qualidade/satisfação do aprendizado de discentes em disciplina prática do curso de fonoaudiologia

et al. 2017

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ResumoObjetivo: avaliar a qualidade/satisfação do aprendizado de discentes do curso de Fonoaudiologia em sua primeira disciplina prática do curso. Método: estudo prospectivo, observacional/descritivo, realizado com 24 discentes de Fonoaudiologia que cursaram a disciplina "Trabalho de Campo em Fonoaudiologia 1". Trata-se de uma disciplina cujo objetivo é desenvolver habilidades de observação e análise no processo comunicativo humano. Para o desenvolvimento deste estudo, foram coletadas informações mediante aplicação de um questionário. Os dados foram analisados por meio da distribuição * Universidade de Brasília, Brasília, DF, Brasil. Estudo realizado no Curso de Fonoaudiologia da Faculdade de Ceilândia da Universidade de Brasília -FCE/UnB -Ceilândia (DF), Brasil. Contribuição dos autores:LFP: Concepção e delineamento do estudo, coleta, análise e interpretação dos dados, redação ou revisão do artigo, aprovação final da versão a ser publicada. LCC: Redação ou revisão do artigo, aprovação final da versão a ser publicada. EMS: Concepção e delineamento do estudo, redação ou revisão do artigo, aprovação final da versão a ser publicada. LDM: Concepção e delineamento do estudo, coleta, análise e interpretação dos dados, redação ou revisão do artigo, aprovação final da versão a ser publicada.

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Situação-problema como disparador do processo de ensino-aprendizagem em metodologias ativas de ensino

Cited by 9 publications

References 16 publications

Team-Based Learning: Successful Experience in a Public Health Graduate Program

Team-Based Learning: Successful Experience in a Public Health Graduate Program

Active teaching methodologies in health area: comparison between the oral and written speeches of college students

Avaliação da qualidade/satisfação do aprendizado de discentes em disciplina prática do curso de fonoaudiologia

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