<?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>S1981-52712019000200095</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180126</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepção do Estudante de Medicina sobre a Inserção da Radiologia no Ensino de Graduação com Uso de Metodologias Ativas]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of a Medical Students on the Inclusion of Radiology the Teaching Degree through the Use of Active Methodologies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Alexandre Ferreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domingues]]></surname>
<given-names><![CDATA[Robson José de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kietzer]]></surname>
<given-names><![CDATA[Kátia Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Jofre Jacob da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></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>95</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A radiologia no curso de gradua&#231;&#227;o em Medicina alcan&#231;ou nova dimens&#227;o n&#227;o s&#243; como instrumento de diagn&#243;stico complementar, mas tamb&#233;m por sua utiliza&#231;&#227;o como ferramenta de ensino, integrada ao estudo da anatomia e patologia, entre outros assuntos. Embora os conhecimentos da radiologia sejam bastante utilizados no ensino da medicina atrav&#233;s de metodologias ativas, ainda s&#227;o escassos os trabalhos relatando a experi&#234;ncia de como o aluno percebe a import&#226;ncia desse conhecimento.   Objetivo  Estudar a percep&#231;&#227;o de alunos de medicina sobre a inser&#231;&#227;o da radiologia no ensino de gradua&#231;&#227;o com uso de metodologias ativas.   M&#233;todo  Estudo qualitativo, realizado com estudantes de medicina matriculados no terceiro e quinto semestres, cuja amostra constituiu-se de 12 alunos de uma popula&#231;&#227;o de 100 alunos de uma universidade p&#250;blica estadual. Os dados foram obtidos atrav&#233;s de entrevistas, com a aplica&#231;&#227;o de um question&#225;rio semiestruturado com quest&#245;es abertas sobre o ensino da radiologia, suas implica&#231;&#245;es e aplica&#231;&#245;es em medicina, caracter&#237;sticas positivas e negativas, no processo de aprendizagem atrav&#233;s do uso de metodologias ativas. Os dados foram analisados separadamente, agrupados por categoriza&#231;&#227;o e submetidos &#224; an&#225;lise tem&#225;tica por dois pesquisadores, antes da reflex&#227;o conjunta, havendo ainda a descri&#231;&#227;o do ambiente e tamb&#233;m a triangula&#231;&#227;o dos resultados.   Resultados  Foram identificados conte&#250;dos latentes e sem&#226;nticos, recorrentes, singulares e controversos. Os temas recorrentes identificados como fundamentos de uma estrat&#233;gia vantajosa para o ensino do radiodiagn&#243;stico na gradua&#231;&#227;o m&#233;dica foram: necessidade de introdu&#231;&#227;o precoce da radiologia por conta de sua transversalidade e seu papel na atividade de ensino em servi&#231;o; ensino sistem&#225;tico dos princ&#237;pios biof&#237;sicos e vocabul&#225;rio para facilitar o estudo; o papel do exame complementar no contexto do problema na tutoria e o desenvolvimento de material did&#225;tico de conte&#250;do integrado com abordagem morfofuncional. Aspectos singulares como a dificuldade para estudo que envolva conhecimento de l&#237;ngua estrangeira e o uso de redes sociais, e controv&#233;rsias identificadas, a respeito do papel do professor no processo de ensino e aprendizagem, bem como, em rela&#231;&#227;o ao significado do aprendizado da radiologia na gradua&#231;&#227;o em medicina, tamb&#233;m foram considerados elementos construtivos de uma abordagem moderna, j&#225; que o ensino da radiologia vive um momento de reformula&#231;&#227;o.   Conclus&#227;o  Observou-se que na percep&#231;&#227;o dos estudantes entrevistados, o componente curricular morfofuncional, frequentemente utilizado no ensino baseado em problemas poder&#225; ser usado para abordar a radiologia e diagn&#243;stico por imagem numa vis&#227;o multidimensional, contextualizada e interdisciplinar que v&#225; al&#233;m do papel de m&#233;todo de exame complementar, integrado a outros saberes de forma significativa, especialmente anatomia e patologia, facilitando a aprendizagem tanto da radiologia quanto dos demais assuntos envolvidos na tem&#225;tica abordada em cada m&#243;dulo de estudo. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Radiology in medical school has taken on a new dimension in terms of its usefulness, not only as a complementary diagnostic instrument but also as a teaching tool integrated into the study of anatomy and pathology, among other subjects. Although knowledge of radiology is widely used in medical teaching, through active methodologies, there is a lack of studies reporting experiences of how students view the importance of this knowledge.   Aim  To study the perceptions of medical students on the inclusion of radiology in undergraduate education, through the use of active methodologies.   Method  A qualitative study, conducted with students enrolled in the third and fifth semesters. The sample comprised 12 subjects chosen from a population of 100 students at a public state university. Data were obtained from interviews using a semi-structured questionnaire with open questions about radiology teaching, its implications and applications in medicine, and positive and negative characteristics of the learning process using active methodologies. Data were analyzed separately, grouped by categorization, and submitted to thematic analysis by two researchers, before being reflected on jointly. There was also description of the environment and triangulation of the results.   Results  Latent, semantic, recurrent, unique, and controversial contents were identified. The recurrent themes in the interviews, identified as forming the basis of an advantageous strategy for radiodiagnostic teaching in undergraduate medical education, were as follows: (a) the need of an early introduction to radiology, due to its transversality and its importance to teaching; (b) a systematic study of the biophysical principles and vocabulary used in the field, to facilitate its study; (c) the role of complementary exams in the context of tutoring problems and (d) the development of teaching materials that use integrated content with a morphofunctional approach. Unique aspects, such as study difficulties related to knowledge of a foreign language and the use of social networks, and controversies regarding the teachers&#8217; role in the process and what it means to learn radiology in medical school were also considered elements that can be used as part of a modern approach, with radiology education currently being in a process of change.   Conclusion  It was concluded, according to the perceptions of the students interviewed, that the morphofunctional curricular component often used in problem-based teaching might be used to teach radiology and imaging diagnosis, within a multidimensional, contextualized, and transdisciplinary perspective. This goes beyond its role as a means of providing complementary exams, significantly integrating other sources of knowledge (especially anatomy and pathology) and facilitating the learning of both radiology and related subjects addressed in each study module. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Radiologia]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Radiology]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Medical students]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
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