Revista Brasileira de Educação Médica
Print version ISSN 0100-5502On-line version ISSN 1981-5271
Abstract
MOURA, Hudson Fernando Nunes et al. A strategy to assess the perception of teachers and students about teaching methods. Rev. Bras. Educ. Med. [online]. 2022, vol.46, n.2, e088. Epub July 21, 2022. ISSN 1981-5271. https://doi.org/10.1590/1981-5271v46.2-20210327.
Introduction:
The latest Brazilian National Curriculum Guidelines (DCN) for the undergraduate medicine course aim to update and transform the country’s medical training by encouraging interdisciplinary curricula and the use of active teaching methods. Reducing the focus on lectures and expanding learning through investigation is a challenge that can impact both students and teachers, who may be resistant to changes that are not supported by research and due critical analysis.
Development:
This study reflects on the importance of assessing how teachers and students view diverse teaching and learning methods. Furthermore, we share a protocol developed by the Pedagogical Support and Teaching Experience Team at the University of Brasília Medical School, which comprises the use of two questionnaires for conducting qualitative and quantitative studies. The protocol aims at understanding the dynamics, challenges and expectations regarding the teaching and learning process.
Conclusion:
Collecting, analyzing, describing, interpreting, and disseminating data on teacher and student views of the use of different methods is paramount to support teaching quality improvement actions. The protocol published in this article can be used in different settings and can contribute to the development of a medical education system that is more aligned with the DCN.
Keywords : Medical Education; Teaching Methods; Research Method.