Análise comparativa entre as metodologias ativa e tradicional no ensino prático da anatomia patológica: percepção e desempenho dos alunos

Abstract

The teaching of pathology, a science that studies diseases and one of the fundamental branches of Medicine, has been going through a period of reflection on which methodological strategy best integrates with the recent medical curriculum matrix, especially Pathological Anatomy. In Brazilian institutions, public or private, the teaching of pathology was historically and essentially based on the traditional approach, with an emphasis on expository classes. However, in response to the recent changes and adjustments in public health policies, there has been a progressive incorporation of new and active teaching methodologies such as, for example, the problem-based approach (PBL). In order to deepen these reflections and in order to compare the problem-based and traditional methodological approaches in the practical teaching of Pathological Anatomy, the present study carried out a descriptive observational study in three stages. Qualitative and quantitative tools related to the behavior and preference of students in the Medical Pathological Anatomy II classes of the Medical Course at the Federal University of Minas Gerais, in the second semester of 2019, were used for the analysis, being carried out through observation practical classes, application of a semi-open online questionnaire based on the Likert scale and critical analysis of the theoretical-practical evaluation used. The results demonstrated the students 'preference for the active methodology, both in the students' observed behavior, and in terms of the development of the competencies established for an efficient teaching of Pathology. Regarding the observations made in the classroom, we found that in traditional practical classes, students showed greater passivity and inattention. In practical classes with reference to the problem-based approach, they showed greater interest and participation, in addition to an interaction between themselves and the teacher. The results also showed no significant difference in the students' performance and an imbalance of skills in the theoretical-practical assessment, being mainly composed of content questions. In conclusion, the authors identified the students' preference for the active methodology used in relation to the traditional methodology for the practical teaching of Pathological Anatomy.