A exposição a um currículo ativo na graduação pode mudar as formas de estudar e aprender?

Abstract

The National Curriculum Guidelines for medical courses emphasize the importance of adopting active teaching and learning methodologies. The Problem-Based Learning (PBL) curriculum is an example of an active curriculum, widely adopted in the training of healthcare professionals. It has a pedagogical approach that uses problems as a starting point for acquiring and applying new knowledge. This curricular strategy promotes the integration of theoretical and practical knowledge, encouraging students to develop self-management, research, communication, and teamwork skills. Beyond the implementation of active strategies, it is essential to understand how students process information and prefer to learn, as this perception allows for the personalization of teaching, facilitating the adaptation of methodologies that meet individual needs, thereby enhancing the learning process. In this context, the objective of this research is to investigate whether learning and studying approaches change over time when students are exposed to an active curriculum. This is a qualitative study with a descriptive approach. The sample consisted of students from the first and fifth semesters and graduates of a public university medical course, whose curriculum is guided by Problem-Based Learning. The Learning Styles Inventory and questionnaires were applied to assess students' satisfaction with the course's teaching method, evaluate their understanding of the objectives of active methodologies, and investigate the potential change in the way they study and learn over a year. Data analysis was carried out through Content Analysis. Based on the literature review, it is evident that identifying students' learning styles helps understand their profile and better adapt the strategies used in the classroom. Regarding the research results, it was identified that most medical students have a convergent profile, which corroborates the findings in the literature. The research hypothesis was confirmed, as the students' study methods changed over the year, according to their perception. Additionally, it was possible to infer that medical students have a good understanding of the objectives of active methodologies. Thus, it becomes clear that the discussion about the implementation of active methodologies in education goes beyond the mere adoption of "new" teaching techniques. It touches on deeper issues about the roles of students and teachers, the understanding of the learning process, and the flexibility needed to meet students' diverse needs. The importance of academic understanding and awareness of the objectives of active methods is undeniable, as only through this understanding can they become truly effective.