Aprendizagem baseada em equipes aplicada ao componente curricular de medicina legal em um curso de medicina

Abstract

The present dissertation was developed in the master's program in Education of the University of Western Paulista (Unoeste), in the research line 2: Training and Action of the Teaching Professional and Educational Practices. The general objective was to analyze the process of application of the active methodology of Team-Based Learning (EBA) in the understanding of the curricular content of forensic medicine, aimed at the acquisition of skills and competencies in the professional practice of general practitioners. This objective was born from the following research question: Can the active methodology of team-based learning be used for the discussion and understanding of topics in forensic medicine, aiming at the construction of skills and competencies necessary for general practitioners? The methodology was based on a qualitative research approach, of the action research type, with the participation of 51 students enrolled in the 7th term of the medical course at a private university in the state of São Paulo and the professor responsible for conducting the curricular component. Data were collected through questionnaires, observation of activities and registration in a logbook, conversation circle and the use of a digital platform for the application of active methodologies entitled Be Active. For analysis, a floating reading of the documents and records obtained during the process was carried out, followed by triangulation, aiming to organize them based on patterns, themes and emerging trends, interpreting them in the light of the theoretical framework. The thematic axes resulting from this movement were constituted as: team learning (collaborative); conceptual learning and application of concepts in problem solving, and student impression based on the experience. The main results showed a majority of students up to 25 years old and first graduation at the higher level, with a predominance of the traditional teaching technique until entering the institution. When the stages of the active methodology were applied, in the phases of individual and team testing, a clear increase in performance was noted in the latter, denoting the importance of collaborative work and its reflections on learning. It was also found to be a robust tool to provide the acquisition of technical and socio-affective skills, desirable for the future professional practice of the generalist in the face of medical-legal dilemmas, and the student impression considered positive by the majority of the participants, in view of the intervention proposal. It was concluded, in this investigation, that ABE is feasible and beneficial for a more sensitive and contextualized learning, deserving emphasis in teacher training practices and courses, as an alternative to traditional expository teaching in this curricular component.