Aula centrada no aluno versus aula centrada no professor: desafios para mudança
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Data
2014
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Resumo
ntroduction: The national curriculum guidelines recommend teaching strategies focused on students.
The aim of this study was to evaluate the acceptance, behavior and learning of fourth-year gynecology
students regarding two teaching strategies: teacher-centered classroom (TCC) and student-centered
classroom (SCC). Methods: Prospective study for 110 students throughout the year. Three teachers
participated in the study, each with two themes (one in each format). Student interest and behavior
were recorded. The students answered a semi-structured questionnaire consisting of two open-ended
questions, and subjected to final assessment. Results: Student attendance (76.4 x 53.9% p = 0.002);
the number of naps (40 x 10 p < 0.001); and the percentage of correct answers (69.9 x 59.3% p =
0.016) in the assessment were higher in TCC. The duration of the activity (89.5 versus 68.4 minutes
(p = 0.014) and the number of student-teacher interactions (500 x 310) were higher in SCC. Students
suggested maintaining TCC (79.7 x 31.4% p < 0.001). Conclusions: Students preferred TCC. This
article discusses possible reasons for these findings and strategies for changing teaching practices.
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Ensino, Aprendizagem, Educação médica, Metodologias de ensino e aprendizagem, Desenvolvimento docente, Teaching, Learning, Medical education, Teaching and learning methodologies, Faculty development
Citação
DEUS, José Miguel de Deus et al. Aula centrada no aluno versus aula centrada no professor: desafios para mudança. Revista Brasileira de Educação Médica, Brasília, DF, v. 38, n. 4, p. 419-426, 2014.