<?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>S1981-52712019000200087</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20170124</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perspectivas sobre o Aprendizado na Óptica de Estudantes de Medicina: Análise do Impacto de Transição Curricular]]></article-title>
<article-title xml:lang="en"><![CDATA[Perspectives on Learning From the Viewpoint of Medical Students: Curriculum Transition Impact Analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima Filho]]></surname>
<given-names><![CDATA[Paulo Roberto Sotillo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Rossana Vanessa Dantas de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[Imperatriz Maranhão]]></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>87</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200087&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Com o avan&#231;o tecnol&#243;gico e as modifica&#231;&#245;es pol&#237;ticas e socioculturais ocorridos ao longo dos anos, as perspectivas educacionais v&#227;o se remodelando, com utiliza&#231;&#227;o de novas metodologias de ensino e amplia&#231;&#227;o do n&#250;mero de vagas. Com esses novos ambientes educacionais, surgem novos desafios e necessidade de adapta&#231;&#227;o. Entre os componentes que influenciam o processo de aprendizagem, procuramos, neste estudo, compreender a percep&#231;&#227;o dos discentes de um novo curso de gradua&#231;&#227;o em Medicina quanto aos aspectos de infraestrutura, do corpo docente e tutoriais, do curr&#237;culo informal, composto por grupos acad&#234;micos organizados pelos pr&#243;prios alunos, e da organiza&#231;&#227;o did&#225;tico-pedag&#243;gica. A pesquisa foi realizada por meio de question&#225;rio com 31 itens, com op&#231;&#245;es de resposta na escala do tipo Likert, envolvendo 208 alunos regularmente matriculados do segundo ao oitavo per&#237;odo. Estes foram divididos em dois grupos: um composto por alunos entre o quinto e o oitavo per&#237;odo (G2), que passaram por um processo de transi&#231;&#227;o entre a metodologia mista, com aspectos tradicionais e algumas disciplinas ativas, para metodologia ativa; e outro por alunos do segundo ao quarto per&#237;odo (G1), que desde o primeiro per&#237;odo j&#225; utilizavam as metodologias ativas. Os alunos avaliaram como satisfat&#243;rios 41,9% dos itens questionados e como insatisfat&#243;rios 19,3% dos itens. Os itens que mais foram considerados satisfat&#243;rios estavam relacionados a interdisciplinaridade, bibliografia recomendada, uso de metodologias ativas, integra&#231;&#227;o com a comunidade, pr&#225;ticas de ensino, titula&#231;&#227;o docente e equipamentos did&#225;ticos. Os principais pontos de discord&#226;ncia entre os grupos est&#227;o relacionados aos aspectos did&#225;tico-pedag&#243;gicos, como articula&#231;&#227;o teoria-pr&#225;tica, interdisciplinaridade, flexibilidade curricular, pertin&#234;ncia dos conte&#250;dos, integra&#231;&#227;o com a comunidade e atividades pr&#225;ticas. Quest&#245;es relacionadas a n&#250;mero de docentes por alunos, pr&#225;ticas de ensino nos per&#237;odos mais avan&#231;ados, componentes da biblioteca e apoio psicopedag&#243;gico foram os mais criticados pelos alunos. De forma geral, apesar das diversas dificuldades encontradas no contexto de um curso novo, houve mais pontos positivos que negativos na influ&#234;ncia do aprendizado. Ainda assim, s&#227;o necess&#225;rias algumas reestrutura&#231;&#245;es para garantir a melhor experi&#234;ncia no processo ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Along with the technological advances and political and socio-cultural changes that have taken place over the years, educational perspectives have been reshaped, bringing new teaching methods and an expansion in the number of places. With these new educational environments, new challenges have arisen, and the need to adapt. Among the components that influence the learning process, this study seeks to understand the students&#8217; perceptions of a new undergraduate course in Medicine in terms of its infrastructure, faculty and tutorials, its informal curriculum, composed of academic groups organized by the students and its didactic and pedagogical organization. Our research involved a questionnaire with 31 items, with response options on a Likert scale, which was applied to 208 students enrolled in the second to eighth periods. We divided the students into two groups: one composed of students in the fifth to eighth periods (G2), who had transitioned from a mixed teaching methodology, with traditional aspects and some active disciplines, to an active methodology; and a second group composed of students in the second to the fourth periods (G1), who had begun using active methodologies right from the start of their course. The students evaluated 41.9% of the items questioned as satisfactory and 19.3% as unsatisfactory. The items that were deemed most satisfactory were related to interdisciplinary contents and approach, recommended bibliography, use of active methodologies, integration with the community, teaching practices, teacher qualification and didactic equipment. The main points of disagreement between the groups related to didactic and pedagogical aspects, such as the articulation of theory and practice, interdisciplinary contents, curricular flexibility, relevance of the contents, integration with the community and practical activities. The issues that received most criticism form the students were related to the teacher-to-student ratio, teaching practices in the more advanced periods, library components and psychological and pedagogical support. In general, we can see that despite the many difficulties encountered, in the context of a new course, there were more positives than negatives that influenced learning. Nevertheless, the program needs some restructuring to ensure the best experience in the teaching-learning process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica. &#8211;Aprendizagem. &#8211;Avaliação Educacional. &#8211;Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Education, Medical. &#8211;Learning. &#8211;Program Evaluation. &#8211;Teaching]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
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