Introduction:

Silence can be considered a form of participation in the tutorial group and, not necessarily, a failure in the development of communication skills. A student with active speech is not necessarily collaborating with the group, as verbal participation is not synonymous with collaboration. In parallel, silence can be associated with learning itself, reflecting an active listening.

Objective:

to understand the meanings attributed by students to silent behavior in the tutorial group from the perspective of collaborative learning.

Methods:

A qualitative study was carried out that used the focus group as a strategy for collecting information, carried out at Faculdade Pernambucana de Saúde between September 2022 and August 2023, involving intentionally selected undergraduate medical students. The saturation criterion was verified, with only one focus group being carried out. Bardin’s content analysis technique was used in the thematic modality presented by Minayo. The project was approved by the Ethics Committee under CAAE n.: 38005320.5.0000.5569 and Opinion Number: 4.382.850.

Results:

Nine medical students participated in the focus group, representing the first to eighth periods. From the analysis of the statements, the following analytical categories were identified: profiles of silence and the interference in the dynamics of the tutorial group. The aspects covered refer to those with the greatest demand in the speeches, which will be presented together with their interpretations and the articulation with the theoretical assumptions of collaborative learning, as well as the researchers’ reflections based on the content brought. It was decided to present the results and discussion within each corresponding category.

Conclusion:

the students brought various profiles of silence: due to personality/shyness; silence due to the dysfunctional dynamics of the group; silence by choice; due to lack of motivation, establishing a cycle; silence due to lack of study. The students thought that there is more harm to the silent student themselves; however, in an indirect way, which could affect the harmony of the group. The context of the online tutoring environment was considered an important factor, capable of affecting the dynamics of the tutorial groups.

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