Resumo

ANDRADE, Maria Cristina de et al. Interactive methodologies to facilitate the integration of the Human Semiology Curricular Unit. Rev. Elet. Educ. [online]. 2019, vol.13, n.2, pp.632-644.  Epub 01-Jan-2020. ISSN 1982-7199.  https://doi.org/10.14244/198271992379.

Introduction: Curriculum integration is critical to medical education. However, it represents a constant challenge for the teachers involved, since there is no consensus on the concept, on the need to include integrated activities, and even on their operationalization. Objectives: To promote the integration of the human semiology (medical clinic, pediatrics, diagnostic imaging, psychology and health informatics) curriculum unit (CU) through the implementation of interactive methodologies, and to evaluate the students’ perception of the module of human semiology after the implementation of these methodologies. Methods: Action research was used, involving 76 teachers and 125 students in the third year of medical school. In order to implement the CU, monthly meetings were held between the coordinators for the implementation and follow-up of the interactive methodologies, which consisted of integration of theory and practice, implementation of a joint discussion of clinical cases, holistic view of the patients and their problems, collaboration and communication between teachers, joint classes, evaluation which was integrated with the learning process, and teaching in small groups. In addition, training workshops on the use of the Moodle platform were held for teachers and a page with the activities of the CU was made. Students’ perceptions about the CU were evaluated through a voluntary and anonymous questionnaire and open questions (qualitative). All students answered the questionnaire. The five-point Likert scale was used with a midpoint indicating intermediate or nullity, a disagreement domain (values ​​1 and 2) and an agreement domain (4 and 5). In order to analyze these third year medical school students’ performance, their results were compared with those obtained in the tests taken on the previous year. The Statistical Package for the Social Sciences (version 17.0, SPSS®, Chicago, IL, USA) was used in the statistical analysis. Results: The joint analysis of the categories of the questionnaire showed that there was a positive impact after the integration between the disciplines and the introduction of interactive methodologies in the course. There was significant improvement in performance, both theoretical and practical, as measured by the grades obtained by the students, when compared to the students from the previous year (p <0.001). On the other hand, in the open questions, students still mentioned heterogeneity among teachers and in the evaluation, the need for a continuous effort to improve and maintain the integration, as well as to adjust the workload, considered insufficient. Conclusion: Evaluation analysis showed the need to implement teacher development, joint planning and the continuity of the articulation process. The use of interactive methodologies contributed to the integration of the Semiology Curricular Unit.

Palavras-chave : Semiology; Medical Education; Student; Methodology.

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