<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712019000200040</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180147</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepção da Efetividade dos Métodos de Ensino Utilizados em um Curso de Medicina do Nordeste do Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception of Effectiveness of the Teaching Methods Used in a Medical Course in Northeast Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Poliana Oliveira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Thaís Bandeira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Luca Di Pace]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giovannini]]></surname>
<given-names><![CDATA[Patrícia Estela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Ellany Gurgel Cosme do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Thales Allyrio Araújo de Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Mossoró Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>40</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A educa&#231;&#227;o m&#233;dica se encontra em um processo de transforma&#231;&#227;o, principalmente no que se refere &#224; diversifica&#231;&#227;o dos m&#233;todos de ensino utilizados. No entanto, a utiliza&#231;&#227;o e correta implementa&#231;&#227;o destas novas metodologias ainda constituem verdadeiros desafios. Nessa perspectiva, o presente estudo objetivou avaliar a percep&#231;&#227;o e opini&#227;o dos professores e alunos quanto &#224; efetividade dos m&#233;todos de ensino utilizados no curso de Medicina da Universidade do Estado do Rio Grande do Norte (UERN). Para isso, foi realizado um estudo descritivo explorat&#243;rio, de car&#225;ter transversal, cuja coleta de dados ocorreu de julho de 2015 a junho de 2016. Foram entrevistados 140 alunos (82,5% dos discentes do curso) e 80 professores (55% do corpo docente) de ambos os sexos e provenientes de todos os per&#237;odos e componentes curriculares. Ap&#243;s aceita&#231;&#227;o do convite para participar da pesquisa, foi realizada uma entrevista com perguntas objetivas e subjetivas, destinada &#224; obten&#231;&#227;o de dados sociodemogr&#225;ficos e opini&#245;es e percep&#231;&#245;es dos indiv&#237;duos quanto aos m&#233;todos de ensino-aprendizagem utilizados pelo corpo docente. A an&#225;lise dos resultados ocorreu por estat&#237;stica descritiva e teste do &#967;2 de Pearson ou Exato de Fisher, utilizando-se os softwares Pepi e Past, considerando-se como significantes valores de p &#8804; 0,05. As opini&#245;es e sugest&#245;es dos entrevistados foram representadas por meio de nuvem de palavras, utilizando-se o software WordArt. As metodologias tradicionais constitu&#237;ram as t&#233;cnicas mais utilizadas (76,0% dos professores), al&#233;m de serem consideradas mais eficazes do que as metodologias contempor&#226;neas, tanto pelos professores (78,0%) quanto pelos alunos (92,0%). No entanto, grande parte desses (75,0% dos docentes e 73,6% dos discentes) gostaria de utilizar e vivenciar outras metodologias did&#225;tico-pedag&#243;gicas como forma de melhorar o aprendizado. Observou-se ainda que o tempo de experi&#234;ncia docente e a realiza&#231;&#227;o de p&#243;s-gradua&#231;&#227;o stricto sensu estiveram significantemente associados &#224; utiliza&#231;&#227;o de m&#233;todos de ensino-aprendizagem mais contempor&#226;neos. Diante disso, conclui-se que a falta de experi&#234;ncia e de viv&#234;ncia com outras metodologias de ensino, somada &#224; carga hor&#225;ria extenuante do curso, pode dificultar a implementa&#231;&#227;o e aceita&#231;&#227;o dessas metodologias mais contempor&#226;neas. Desta forma, nota-se a premente necessidade de incentivar a capacita&#231;&#227;o did&#225;tico-pedag&#243;gica do corpo docente, assim como a implementa&#231;&#227;o do projeto pedag&#243;gico do curso a fim de promover o desenvolvimento de metodologias centradas no aluno, conforme recomenda&#231;&#245;es atuais para o ensino dos cursos da &#225;rea da sa&#250;de, principalmente o de Medicina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Medical education is in a process of transformation, particularly in terms of the diversification of the teaching methods used. However, the use and correct implementation of these new methods still present real challenges. In this context, this study aims to evaluate the perceptions and opinions of teachers and students regarding the effectiveness of the teaching methods used on the Universidade do Estado do Rio Grande do Norte (UERN) medical course. For this purpose, an exploratory descriptive study was carried out, with a transversal character. Data collection was carried out from July 2015 to June 2016. A total of 140 students (82.5% of the medical course students) and 80 teachers (55% of the faculty) were interviewed. The subjects were of both sexes, and from all periods and curricular components of the course. After reading and signing a consent form, the participants were interviewed, with objective and subjective questions that sought to obtain their sociodemographic data, and their opinions and perceptions of the teaching-learning methods used by the teaching staff. The results were submitted to descriptive statistics and Pearson&#8217;s &#967;2 test or Fisher&#8217;s Exact, using the PEPI and PAST software, and considering values of p &#8804; 0.05 as significant. The interviewees&#8217; opinions and suggestions were represented in the form of a word cloud, using WordArt software. Traditional methods were the most frequently used techniques (76.0% of teachers), and were considered more effective than contemporary methods by both the teachers (78.0%) and the students (92.0%). However, a high proportion of the interviewees (75.0% of the teachers and 73.6% of the students) said that they would like to use and experience other didactic-pedagogical methods as a way to improve learning. It was also observed that length of teaching experience, and whether or not the teacher held a postgraduation qualification, were significantly associated with the use of more contemporary teaching-learning methods. It is therefore concluded that lack of teaching experience and experience with other teaching methodologies, together with the strenuous workload of the course, can pose hindrances to the implementation and acceptance of more contemporary methodologies. We note the urgent need to promote didactic-pedagogical training for the teaching staff, as well as the implementation of the Pedagogical Project of the Course, in order to promote the development of student-centered methodologies, in line with current teaching recommendations for courses in the area of health, especially Medicine.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Capacitação Profissional]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Professional Training]]></kwd>
</kwd-group>
</article-meta>
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