<?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>S1981-52712024000300217</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.3-2023-0250</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metodologias ativas de ensino-aprendizagem em genética humana: percepção de discentes dos cursos de saúde]]></article-title>
<article-title xml:lang="en"><![CDATA[Active teaching-learning methodologies in human genetics: the view of health students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria da Conceição Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mourão]]></surname>
<given-names><![CDATA[Lucivana Prata de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Hugo Valério Correa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000300217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000300217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000300217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: No processo de ensino, as estratégias de ensino, como as metodologias ativas, desempenham um papel fundamental na promoção da construção do conhecimento dos alunos, especialmente em disciplinas com temáticas e conteúdos científicos de difícil assimilação.  Objetivo:  Este estudo teve como objetivo avaliar a percepção dos alunos sobre as metodologias ativas usadas na disciplina de Genética Humana nos cursos de saúde de uma universidade pública do Amazonas.  Método:  Neste estudo, alunos de Enfermagem, Medicina e Odontologia responderam a um questionário com alternativas de respostas em escalas Likert sobre seis metodologias ativas na sala de aula: construção de modelo didático, gamificação, aprendizagem baseada em equipe, sala de aula invertida, estudo de casos clínicos e aprendizagem baseada em vídeo. Avaliou-se a confiabilidade das respostas, e testes qui-quadrado, Mann-Whitney e Kruskal-Wallis foram usados para análises de associação com nível de confiança de 95%.  Resultado:  Os participantes, em sua maioria mulheres, tinham uma média de idade de 20,4 ± 3,5 anos. Os alunos de Medicina foram os mais representativos em quatro das seis metodologias ativas usadas. Observou-se uma associação significativa entre o sexo feminino e a preferência pela metodologia de construção de modelo didático, enquanto o sexo masculino tendeu a avaliar mais positivamente a aprendizagem baseada em vídeo. Além disso, a análise individual revelou que a aprendizagem baseada em vídeo foi mais associada ao curso de Odontologia em comparação com Enfermagem, enquanto o estudo de casos clínicos foi mais favorecido pelos alunos de Medicina em comparação com Enfermagem. Isso sugere uma preferência dos estudantes de Odontologia e Medicina por essas metodologias, respectivamente. Quanto ao entendimento do conceito de metodologias ativas, a palavra &#8220;aluno&#8221; foi a mais frequentemente mencionada.  Conclusão: Os alunos reconhecem o envolvimento direto das metodologias ativas, mas têm compreensão parcial dos benefícios. Metodologias ativas em genética humana motivaram e despertaram interesse. Docentes devem considerar a diversidade de competências e preferências dos alunos ao usarem tais metodologias, bem como compartilhar suas experiências e buscar uma educação permanente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: In the education process, learning strategies such as active methodologies play a fundamental role in promoting the construction of students&#8217; knowledge, especially in subjects with challenging scientific themes and content.  Objective: To evaluate how students perceive active methodologies used in the discipline of human genetics in health courses at a public university in the state of Amazonas.  Method: In this study, nursing, medicine, and dentistry students responded to a questionnaire with Likert scale response options relating to six active methodologies in the classroom: construction of didactic models, gamification, team-based learning, flipped classroom, clinical case studies, and video-based learning. The reliability of the responses was assessed, and Chi-square, Mann-Whitney, and Kruskal-Wallis tests were used for association analyses with a confidence level of 95%.  Results: The participants, mostly women, had an average age of 20.4±3.5 years. Medicine students were the most representative in four of the six active methodologies used. A significant association was observed between female gender and preference for the didactic model construction methodology, while the male gender tended to evaluate video-based learning more positively. Additionally, individual analysis revealed that video-based learning was more associated with the dentistry course compared to nursing, while clinical case studies were more favoured by medicine students compared to nursing. This suggests a preference of dentistry and medicine students for these methodologies, respectively. As for understanding the concept of active methodologies, the word &#8220;student&#8221; was the most frequently mentioned.  Conclusion:  Students acknowledge the direct involvement of active methodologies but have a partial understanding of the benefits. Active methodologies in human genetics have motivated and sparked interest. Educators should consider the diversity of students&#8217; skills and preferences when using such methodologies, as well as share their experiences and pursue ongoing education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizado Ativo]]></kwd>
<kwd lng="pt"><![CDATA[Genética Humana]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Active Learning]]></kwd>
<kwd lng="en"><![CDATA[Human Genetics]]></kwd>
</kwd-group>
</article-meta>
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