Experiences of medicine and nursing students with the problematization method
DOI:
https://doi.org/10.29352/mill0210e.26086Keywords:
health education, professional practice, primary health careAbstract
Introduction: Seeking to meet the assumptions of the National Curriculum Guidelines, active learning methodologies are proposed, since they place students as a central figure in the learning process while the teacher assumes the role of mediator and encourager.
Objective: To describe the experiences of Medicine and Nursing students inserted in professional practice under the logic of problematization.
Methods: Qualitative research carried out through semi-structured interviews with students of Medicine and Nursing of an HEI, in the year 2018. Data were analyzed using the technique of content analysis in the thematic modality and discussed in the light of the problematization.
Results: Data were categorized into three themes: problematization in the professional practice scenario; the influence of the facilitator on the applicability of the problematization; fragilities of problematization in the scenario of professional practices.
Conclusion: According to the students, the articulation between theory and practice is favored by the practical scenario. However, the facilitator and the link with the health unit significantly influence student performance.seeking to meet the assumptions of the National Curriculum Guidelines, active learning methodologies are proposed for such, as they place students as a central figure in the learning process and the teacher assumes the role of mediator and encourager.
Downloads
References
Alharbi, H. A., Almutairi, A. F., Alhelih, E. M., & Alshehry, A. S. (2017). The learning preferences among nursing students in the King Saud University in Saudi Arabia: a cross-sectional survey. Nursing Research and Practice, 2017, 3090387. doi:10.1155/2017/3090387
Carabetta, V., Jr. (2017). Metodologia da problematização: possibilidade para a aprendizagem significativa e interdisciplinar na educação médica. Revista de la Fundación Educación Médica, 20 (3), 103-110. doi:10.33588/fem.203.886
Codato, L. A. B., Garanhani, M. L., & González, A. D. (2017). Percepções de profissionais sobre o aprendizado de estudantes de graduação na Atenção Básica. Physis: revista de saúde coletiva, 27(3), 605-619. doi:10.1590/S0103-73312017000300012
Bardin, L. (2016). Análise de conteúdo. São Paulo: Edições 70.
Berbel, N.A.N. (1998). A problematização e a aprendizagem baseada em problemas: diferentes termos ou diferentes caminhos? Revista Interface Comunidade Saúde Educação, 2(2)1, 39-54. doi:10.1590/S1414-32831998000100008
Dehghanzadeh, S., & Jafaraghaie, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151-156. doi:10.1016/j.nedt.2018.09.027
Deslauriers, J. P. (1991). Recherche qualitative. Montreal: McGraw Hill.
Ding, Y., & Zhang, P. (2018). Practice and effectiveness of web-based problem-based learning approach in a large class-size system: a comparative study. Nurse Education in Practice, 31, 161–164. doi:10.1016/j.nepr.2018.06.009
Espejo, R. (2016). ¿Pedagogía activa o métodos activos? El caso del aprendizaje activo en la universidad. Revista Digital de Investigación en Docencia Universitaria, 10(1),16–27. doi:10.19083/ridu.10.456
Faculdade de Medicina de Marília. (2019). Unidade Educacional 1: Unidade de Prática Profissional e Unidade Educacional Sistematizada. Marília, São Paulo: Unidade de Educação em Ciências de Saúde. Acedido em https://www.famema.br/ensino/cursos/docs/Caderno%20da%201%C2%AA%20s%C3%A9rie%20de%20Medicina%20e%20Enfermagem.pdf
Freire, P. (2006). Pedagogia da autonomia: saberes necessários à prática educativa (33ª ed.). São Paulo: Paz e Terra.
Ghezzi, J. F. S. A. G., Minervina, A. S. L., Higa, E. F. R., Lemes, M. A., Lazarini, C. A. L., & Marin, M. J. S. (2021). Problematização: experiências de estudantes de Medicina e Enfermagem na prática profissional. New Trends in Qualitative Research, 7, 107–114. doi:10.36367/ntqr.7.2021.107-114
Henderson, A., Harrison, P., Rowe, J., Edwards, S., Barnes, M., Henderson, S., & Henderson, A. (2018). Students take the lead for learning in practice: a process for building self-efficacy into undergraduate nursing education. Nurse Education in Practice, 31, 14–9. doi:10.1016/j.nepr.2018.04.003
Higa, E. F. R., Moreira, H. M., Pinheiro, O. L., Tonhom, S. F. R., Carvalho, M. H. R., & Braccialli, L. A. D. (2018). Caminhos da avaliação da aprendizagem ativa: visão do estudante de medicina. Revista Lusófona de Educação, 40(40), 171–184. doi:10.24140/issn.1645-7250.rle40.03
Inoue, C. Y. A., & Valença, M. M. (2017). Contribuições do aprendizado ativo ao estudo das Relações Internacionais nas universidades brasileiras. Meridiano 47 - Journal of Global Studies, 18(1), e18008. doi:10.20889/M47e18008
Lock, J., Rainsbury, J., Clancy, T., Rosenau, P., & Ferreira, C. (2018). Influence of co-teaching on undergraduate student learning: a mixed-methods study in nursing. Teaching & Learning Inquiry, 6(1), 38–51. doi:10.20343/teachlearninqu.6.1.5
Machado, M. H., & Ximenes, F. R. G., Neto. (2018). Gestão da educação e do trabalho em saúde no SUS: trinta anos de avanços e desafios. Ciência & Saúde Coletiva, 23(6), 971–1980. doi:10.1590/1413-81232018236.06682018
Mitre, S.M., Batista, R.S., Mendonça, J.M.G., Pinto, N.M.M., Meirelles, C.A.B., Porto, C.P., … & Hoffmann, L.A.H. (2008). Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Revista Ciência & Saúde Coletiva, 13(2), 2133-44. doi:10.1590/S1413-81232008000900018
Park, E. O., & Park, J. H. (2017). Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. Japan Journal of Nursing Science, 5(2),125–34. doi:10.1111/jjns.12176
Brasil, Conselho Nacional de Saúde. (2013). Resolução n. 466, de 12 de dezembro de 2012. [Aprova diretrizes e normas regulamentadoras de pesquisa envolvendo seres humanos]. Brasília: Diário Oficial da União. Acedido em https://conselho.saude.gov.br/resolucoes/2012/Reso466.pdf
Sayyah, M., Shirbandi, K., Saki-Malehi, A., & Rahim, F. (2017). Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. Advances in Medical Education and Practice, 8(1), 691–700. doi:10.2147/AMEP.S143694
Smith, S., Elias, B. L., & Baernholdt, M. (2019). The role of interdisciplinary Faculty in Nursing Education: A national survey. Journal of Professional Nursing, 35(5), 393-397. doi:10.1016/j.profnurs.2019.03.001
Souza, E. F. D., Silva, A. G., & Silva, A. I. L. F. (2018). Active methodologies for graduation in nursing: focus on the health care of older adults. Revista Brasileira de Enfermagem, 71(2), 920–924. doi:10.1590/0034-7167-2017-0150
Tong, A., Sainsbury, P., & Craig, J. (2007). Critérios consolidados para relatar pesquisas qualitativas (COREQ): uma lista de verificação de 32 itens para entrevistas e grupos de foco. International Journal for Quality in Health Care, 19(6), 349–357. doi:10.1093/intqhc/mzm042
Toth-Pal, E., Fridén, C., Asenjo, S. T., & Olsson, C. B. (2020). Home visits as an interprofessional learning activity for students in primary healthcare. Primary Health Care Research & Development, 21, e59. doi:10.1017/S1463423620000572
Ukoha, W. C., & Dube, M. (2019). Primary health care nursing students' knowledge of and attitude towards the provision of preconception care in KwaZulu-Natal. African Journal of Primary Health Care & Family Medicine, 11(1), 1916. doi:10.4102/phcfm.v11i1.1916
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Millenium - Journal of Education, Technologies, and Health
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who submit proposals for this journal agree to the following terms:
a) Articles are published under the Licença Creative Commons (CC BY 4.0), in full open-access, without any cost or fees of any kind to the author or the reader;
b) The authors retain copyright and grant the journal right of first publication, allowing the free sharing of work, provided it is correctly attributed the authorship and initial publication in this journal;
c) The authors are permitted to take on additional contracts separately for non-exclusive distribution of the version of the work published in this journal (eg, post it to an institutional repository or as a book), with an acknowledgment of its initial publication in this journal;
d) Authors are permitted and encouraged to publish and distribute their work online (eg, in institutional repositories or on their website) as it can lead to productive exchanges, as well as increase the impact and citation of published work
Documents required for submission
Article template (Editable format)
