<?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>S1981-52712022000300304</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v46.3-20220088</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Instrução entre pares como método de ensino superior na área da saúde: uma revisão integrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Peer instruction in higher health training: an integrative review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Kleber Luiz da Fonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo Filho]]></surname>
<given-names><![CDATA[Francisco Medeiros de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Kleane Maria da Fonseca Azevedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Campina Grande  ]]></institution>
<addr-line><![CDATA[Campina Grande Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>46</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712022000300304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712022000300304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712022000300304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  A instrução entre pares baseia-se na aquisição de conhecimento e habilidade por meio de cooperação entre estudantes com status e habilidades semelhantes. Assim, faz-se necessário buscar na literatura evidências científicas sobre a utilização, a eficácia, as potencialidades e as fragilidades desse tipo de instrução no processo ensino-aprendizagem referente ao ensino superior na área da saúde.  Objetivo:  Este estudo teve como objetivo investigar na literatura as evidências científicas sobre a metodologia ativa instrução entre pares aplicadas no ensino superior na área da saúde.  Método:  Trata-se de uma pesquisa descritiva, do tipo revisão integrativa, que teve como pergunta norteadora: ¨Quais evidências científicas existem na literatura sobre a metodologia ativa instrução entre pares aplicadas no ensino superior na área da saúde?¨. Realizou-se a pesquisa no período de junho e julho de 2020 nas bases de dados LILACS, MEDLINE (PubMed) e SciELO.  Resultado:  Foram analisados 12 artigos. Os resultados apontam que a aprendizagem em pares é uma ferramenta de ensino eficaz que contribui para o processo ensino-aprendizagem, pois proporciona aos alunos (tutores e tutoreanos) a oportunidade de revisar os conhecimentos e as habilidades adquiridos e refletir sobre eles. A maioria dos estudos foi realizada com alunos da graduação em Medicina de diversos países.  Conclusão:  A instrução entre pares se apresenta como potencial significativo em desenvolver o processo de autorreflexão e autoconhecimento, em diferentes estágios da formação superior. Professores, estudantes e instituições podem se beneficiar da implementação sistematizada dessa metodologia para aprimorar a aquisição de conhecimento e intensificar as relações interpessoais e práticas colaborativas de ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  Peer Instruction is based on the acquisition of knowledge and skill through cooperation between students of equal status and skills. Thus, it is necessary to search the literature for scientific evidence about its use, effectiveness, strengths, and weaknesses in higher education in the health area.  Objective:  To review the literature for scientific evidence of the Peer Instruction active methodology applied in higher health education. Method: This is a descriptive, integrative review study, which followed the guiding question: What scientific evidence is there in the literature on the active methodology of Peer Instruction applied in higher education in the health field? The research was carried out in the period of June and July 2020 in the Lilacs, Medline (PubMED) databases and in the SciELO online library.  Result:  12 articles were analyzed. The results show that peer learning is an effective teaching tool that contributes to the teaching-learning process, as it provides students (tutors and students) with the opportunity to review and reflect on their own knowledge and skills. Most of the studies were carried out with medical students from different countries.  Conclusion:  Peer instruction is presented as having a significant potential to develop the process of self-reflection and self-knowledge, in different stages of higher education. Teachers, students and institutions can benefit from the systematic implementation of this methodology to improve the acquisition of knowledge and intensify interpersonal relationships and collaborative teaching-learning practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Pares]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Peer]]></kwd>
<kwd lng="en"><![CDATA[Methodology]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
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