<?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>S1981-52712020000100212</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.1-20190191</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Antibiótico e Arte: uma Proposta Inovadora em Educação Médica]]></article-title>
<article-title xml:lang="en"><![CDATA[Antibiotic and Art: an Innovative Approach in Medical Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Távora]]></surname>
<given-names><![CDATA[Lara Gurgel Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amorim]]></surname>
<given-names><![CDATA[Laila Maria Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Ranna Jorge de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baracho]]></surname>
<given-names><![CDATA[Monya Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Libório]]></surname>
<given-names><![CDATA[Mariana Pitombeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Fortaleza  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000100212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  Com o intuito de estimular o exercício do pensamento crítico e da criatividade e considerando a complexidade vinculada ao aprendizado de antibióticos, criou-se o Teste de Sensibilidade artística aos Antimicrobianos (TSaA). Trata-se de uma atividade inovadora no ensino de antimicrobianos que avalia conhecimento e raciocínio clínico por meio de apresentações envolvendo a arte. Desde o segundo semestre de 2014, o TSaA mostrou-se uma prática integrativa no ensino de antimicrobianos para estudantes de Medicina do quinto semestre da Universidade de Fortaleza (Unifor). O objetivo deste estudo foi analisar o TSaA como metodologia de ensino/aprendizagem sobre antimicrobianos e a satisfação dos alunos com essa atividade.  M étodos: Os alunos do quinto semestre do curso de Medicina foram divididos em oito grupos de 12 alunos. Os alunos receberam o desafio de utilizar a arte como ferramenta de comunicação para mostrar os seus conhecimentos sobre antimicrobianos. Cada grupo ficou responsável por apresentar conteúdos relacionados a uma classe de antimicrobiano previamente sorteada. A apresentação da atividade foi avaliada por dois docentes simultaneamente que utilizaram um instrumento específico para esse fim. Ao término do TSaA, os alunos foram convidados a responder a um questionário que abordava questões sobre a sua percepção acerca da atividade, os benefícios no contexto da aprendizagem e as dificuldades identificadas. As perguntas eram tanto objetivas quanto abertas.  Resultados:  Participaram do estudo 92 estudantes. A metodologia adotada para a atividade foi considerada adequada para 82% dos participantes. As formas de apresentação mais utilizadas foram encenação e música. A maioria dos participantes percebeu o TSaA como uma estratégia valiosa de facilitação de aprendizagem sobre antimicrobianos. A associação do estudo do antibiótico com a arte foi considerada uma forma divertida de aprendizagem do tema, que os levou a trabalhar de forma integrada. Na opinião dos alunos, houve realmente uma maior fixação de conteúdo com essa atividade.  Conclusão:  O TSaA facilitou a aprendizagem sobre antimicrobianos e estimulou a criatividade e o raciocínio crítico/lógico nos estudantes de Medicina do quinto semestre.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  To stimulate the practice of critical thinking and creativity and considering the complexity associated with antibiotic learning, the Antimicrobial Artistic Sensitivity Test (TSaA) was created, which is an innovative activity in antimicrobial teaching that evaluates knowledge and clinical reasoning through artistic presentations. Since the second semester of 2014 (2014.2), TSaA has proven to be an integrative practice in antimicrobial teaching for fifth-semester medical students of the University of Fortaleza/CE (UNIFOR). The objectives of this study were to analyze TSaA as a methodology of antimicrobial teaching / learning and students&#8217; satisfaction with this practice.  Methods:  Fifth-semester medical students were divided into eight groups, each one with twelve participants. Students were challenged to show their knowledge of one class of antimicrobial drug using art as the communication tool. Each group was assigned to work with a specific class of antibiotic, which was previously randomly selected. Two teachers simultaneously evaluated the presentation, using a specific form to carry out this evaluation. In the end of the activity, students were invited to answer a questionnaire, with objective and subjective questions, addressing their perceptions of the activity, the benefits on antibiotic learning and identified difficulties.  Results:  A total of 92 students participated in the study. The methodology used to carry out the TSaA activity was considered adequate by 82% of the participants. Staging performance and music were the most frequently chosen forms of presentation. The majority of the participants indicated TSaA as a valuable strategy to facilitate antimicrobial learning. The association between antibiotic study and art was considered an amusing way of content learning. According to students&#8217; perception, this practice also stimulated teamwork. In the students&#8217; opinion, there was indeed a greater content learning with this activity.  Conclusion: The Antimicrobial Artistic Sensitivity Test facilitated antimicrobial learning, stimulating the creativity and critical/logical thinking of fifth-semester medical students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metodologia Ativa]]></kwd>
<kwd lng="pt"><![CDATA[Arte]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica.]]></kwd>
<kwd lng="en"><![CDATA[Active Methodology]]></kwd>
<kwd lng="en"><![CDATA[Art]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
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