O uso de metodologias ativas na prática de monitoria acadêmica no curso de medicina: aprendizado baseado em problemas

Abstract

The university education, over time, had to undergo methodological changes in order to adapt to the new generation of students that seeks to associate the knowledge acquired in the classroom with experiences in practice scenarios. Traditionally, before, the teacher played a central role in the transmission of knowledge, while the student was a mere bystander. Currently, there is a need for student autonomy, encouraged by methodological changes in teaching, through active learning methodologies. Thus, the Medical School of the Federal University of Goiás - Regional Jataí employs several theorizing models such as: Problematization and Problem Based Learning, Team Based Learning, Verbalization Group and Observation Group, among others, to supply the need for content integration and autonomy of study by the student. Thus, the academic monitoring of the medical course is part of these changes and in this context, the teacher-led student monitor plays an important role in the dynamics of activities with simulated approach in a practice setting. In this paper we present an experience report, having as prototype a clinical case in which teaching by problematization was employed. Through this methodology, students' adherence to monitoring and classes was considered excellent, as well as their active and critical sense participation. Active teaching methodologies are powerful tools in helping the student learning process, aligned with the practical experience processes, which will be their future professional practices.