Students and teachers’ perceptions about active methods for graduation of physicians

Abstract

In the context of the modernization of medical education, in which medical schools are underway in Brazil with the new National Curricular Guidelines, it is recommended the use of active teaching and learning methods, which appears as alternatives in order to guarantee the professional competence. The objective of this research was to explore students and teachers’ perceptions regarding active methods for graduation of physicians. The study is descriptive, quantitative, and qualitative and had the application of questionnaires and semi-structured interviews for students and teachers of a Faculty in the interior of the State of São Paulo (Brazil). The data of the questionnaires were arranged in tables and described in corresponding percentages, and the interviews transcribed to perform content analysis, thematic modality. Students and teachers considered that the process triggered in active methods promotes skills of critical thinking, autonomy, communication, positive interdependence with colleagues and cognitive knowledge. They also assessed that active methods in medical graduation bring about cognitive, psychosocial and motor benefits. Thus, it can be concluded that the curriculum based on active methods foments a formation with an active student’s behaviour that facilitates the resolution of problems of the professional practice and can lead to the change of the social reality in health.