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Revista Brasileira de Educação Médica
Print version ISSN 0100-5502On-line version ISSN 1981-5271
Abstract
GARCIA, Maria Betânia de Oliveira; OLIVEIRA, Michelly Macedo de and PLANTIER, Amanda Pavani. Interactivity and Mediation in the Practice of Active Methodology: the Use of Peer Instruction and Technology in Medical Education. Rev. Bras. Educ. Med. [online]. 2019, vol.43, n.1, pp.87-96. ISSN 1981-5271. https://doi.org/10.1590/1981-52712015v43n1RB20180154.
Introduction
Active methodology allows the students to develop active attitudes towards their own teaching and learning process. Peer Instruction (PI) is an active methodology that is characterized by learning through debates, stimulated by multiple-choice theoretical questions. This methodology helps highlight the students’ difficulties and creates a situation for reflection on challenging concepts. The technique also enables communication in the classroom, encouraging students to address critical topics related to the discipline. Concomitantly, the use of Communication and Information Technologies (CIT) in education has become increasingly common, and its relevance as an auxiliary tool in the teaching-learning process in the field of health education is increasingly evident.
Objective
to analyze the pedagogical intervention process through PI, with the didactic support of CITs, in the discipline of Biochemistry.
Methodology
The target audience of this qualitative study was students of the graduation course in medicine (n = 30). The methodology includes a brief introduction of the contents, followed by the presentation of multiple choice questions, which were first answered individually by the students. If the number of correct answers was not satisfactory (< 70%), the students were asked to debate on the topics in small groups. CITs provide an immediate form of sending and analyzing the answers. The method was applied through an electronic questionnaire available through the platform “Google Forms”. The students’ answers were mapped through the immediate analysis by this platform. To evaluate the method, we use a structured data sheet, which was filled out by the students to record their reactions.
Results
The results of the survey of students’ perceptions using this new technology were positive. The percentage of correct answers increased after applying the method, showing the students’ learning process in practice.
Conclusion
Based on the results, the use of PI associated with CITs is a promising way to strengthen teaching and learning.
Keywords : Method; Teaching; Learning; Medical Education.
