A transição da metodologia tradicional no ensino médio para as metodologias ativas no ensino superior de Medicina

Abstract

This study aimed to assess students' perceptions of the transition from traditional teaching-learning methodologies in high school to active teaching-learning methodologies in medical school, as well as to identify the primary differences between these methodologies. A qualitative field research was conducted, involving the administration of semi-structured interviews with students from the second, third, and fourth semesters of the medical graduation program at Centro Universitário IMEPAC de Araguari. The analysis of the results revealed that the interviewees acknowledged the differences between the methodologies and, furthermore, highlighted three principal challenges in the transition: time management, difficulties in research, and the need to study before class. In contrast, the interviewed students suggested possible improvements for the graduate school's welcoming actions during the process of transition, primarily the alignment and training for faculty. They noted significant improvements in study efficiency, routine organization, and research skills. It was also observed that they had positive changes towards their perception about active teaching-learning methodology since the beginning of the course, with significant improvements in studying efficiency, organization of their routine, and research skills.