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Um projeto-piloto em active learning na disciplina de neurologia da Faculdade de Medicina da Universidade de Lisboa : impacto nos resultados de aprendizagem
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Introdução: O conceito de active learning baseia-se no envolvimento direto dos estudantes no processo de aprendizagem, através de inúmeras possibilidades de atividades de aprendizagem, realizadas preferencialmente na sala de aula. Um destes métodos, question-writing, baseia-se na construção de questões de exame pelos próprios estudantes e já demonstrou ter impacto positivo nos resultados de aprendizagem dos estudantes que dele usufruem. Métodos: Neste trabalho procurou.se implementar um projeto-piloto de active learning no grupo de estudantes da FMUL a realizar a área disciplinar de neurologia no 4º ano no 2º semestre do ano letivo 2018/2019. O Grupo 1 ficou responsável, dividido em pequenos grupos de 2 a 3 alunos, por construir questões que escolha-múltipla semelhantes às do exame. O Grupo 2 respondeu ao conjunto das questões, compiladas num teste-modelo. O objetivo deste estudo foi comparar qual dos dois métodos apresentados teria maior impactos nos resultados de aprendizagem, através da comparação das classificações no exame teórico. Resultados: Participaram neste projeto 69 estudantes, 23 dos quais no Grupo 1 e 46 no Grupo 2. A média obtida no exame no Grupo 1 foi 13,72 e no Grupo 2 14,42, não tendo a sua comparação demonstrado diferenças significativas. A comparação com o Grupo de Controlo do mesmo ano letivo não apresentou diferenças significativas. A comparação com os Grupos de Controlo Histórico evidenciou diferenças estatisticamente significativas, com melhor classificação nos grupos experimentais do que no grupo de controlo. Por fim, 67% dos alunos do Grupo 1 e 75% dos estudantes do Grupo 2 consideraram o projeto útil ou muito útil no seu processo de aprendizagem. Conclusão: A implementação de métodos de active learning foi parcialmente favorável, embora apenas relativamente aos controlos históricos, resultado que pode ser devido a limitações metodológicas. É ainda de realçar o facto dos estudantes do Grupo 2 terem tido uma média de classificações superior à do Grupo 1. Os estudantes reportaram satisfação aos métodos aplicados. No futuro, estes métodos deverão ser implementados de forma mais global e sistemática, procurando desta forma obter resultados com maior impacto.
Introduction: The concept of active learning is based on the direct involvement of students in the learning process, through numerous possibilities of learning activities, preferably held in the classroom. One of these methods, question-writing, is based on the construction of examination questions by the students themselves and has already been shown to have a positive impact on the learning outcomes of the students who use it. Methods: In this work we implemented a pilot project of active learning with the group of FMUL students in the neurology course of the 4th year, in the second semester of the 2018/2019 academic year. Group 1 was responsible, divided into small groups of 2 to 3 students, for constructing multiple-choice questions, similar to those of the final exam. Group 2 answered all the questions, compiled in a model-test. The objective of this study was to compare which of the two methods presented would have a greater impact on learning outcomes by comparing the classifications in the theoretical exam. Results: 69 students participated in this project, 23 of which were in Group 1 and 46 in Group 2. The mean score obtained in the Group 1 was 13.72 and in Group 2 14,42, and their comparison did not show significant differences. The comparison with the Control Group of the same school year did not present significant differences. The comparison with the Historical Control Groups showed statistically significant differences, with better classification in the experimental groups than in the control group. Finally, 67% of Group 1 students and 75% of Group 2 students considered the project to be useful or very useful in their learning process. Conclusion: The implementation of active learning methods was partially favorable, although only in relation to historical controls, a result that may be due to methodological limitations. However, it should be noted that the students in Group 2 had a grade average higher than Group 1. The students' subjective satisfaction with the methods presented is also worth highlighting. In addition, students who participated in this project achieved significantly better results than students from previous school years without access to this method. In the future, these methods should be implemented in a more global and systematic way, in order to obtain results with greater impact.
Introduction: The concept of active learning is based on the direct involvement of students in the learning process, through numerous possibilities of learning activities, preferably held in the classroom. One of these methods, question-writing, is based on the construction of examination questions by the students themselves and has already been shown to have a positive impact on the learning outcomes of the students who use it. Methods: In this work we implemented a pilot project of active learning with the group of FMUL students in the neurology course of the 4th year, in the second semester of the 2018/2019 academic year. Group 1 was responsible, divided into small groups of 2 to 3 students, for constructing multiple-choice questions, similar to those of the final exam. Group 2 answered all the questions, compiled in a model-test. The objective of this study was to compare which of the two methods presented would have a greater impact on learning outcomes by comparing the classifications in the theoretical exam. Results: 69 students participated in this project, 23 of which were in Group 1 and 46 in Group 2. The mean score obtained in the Group 1 was 13.72 and in Group 2 14,42, and their comparison did not show significant differences. The comparison with the Control Group of the same school year did not present significant differences. The comparison with the Historical Control Groups showed statistically significant differences, with better classification in the experimental groups than in the control group. Finally, 67% of Group 1 students and 75% of Group 2 students considered the project to be useful or very useful in their learning process. Conclusion: The implementation of active learning methods was partially favorable, although only in relation to historical controls, a result that may be due to methodological limitations. However, it should be noted that the students in Group 2 had a grade average higher than Group 1. The students' subjective satisfaction with the methods presented is also worth highlighting. In addition, students who participated in this project achieved significantly better results than students from previous school years without access to this method. In the future, these methods should be implemented in a more global and systematic way, in order to obtain results with greater impact.
Descrição
Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2019
Palavras-chave
Aprendizagem ativa Construção de questões Realização de teste-modelo Ensino-aprendizagem Objetivos de aprendizagem Estudantes de medicina Neurologia