ACTIVE TEACHING METHODOLOGY AND PROMOTING THE AUTONOMY OF MEDICAL STUDENTS AT UNISALESIANO OF ARAÇATUBA – SP

• DOI: https://doi.org/10.22533/at.ed.1594422403059

• Palavras-chave: medical education; professional autonomy; active learning; personal autonomy.

• Keywords: medical education; professional autonomy; active learning; personal autonomy.

• Abstract:

  In recent decades, the pedagogical area has experienced fundamental transformations aimed at adapting professional training to the contemporary world. The development of teaching-learning methodologies characterized by electing the student as the center of concerns and as the main and paradigmatic focus of this transformation is one of the main characteristics of this methodology. The transformation of the teacher, previously an indisputable authority, into an actor with a status similar to that of the student is a new reality still under construction. The results of a descriptive and exploratory investigation are presented, evaluating the potential regarding the process of building student autonomy in the graduation Medicine course at Unisalesiano de Araçatuba - SP. The main research instrument was a self-administered semi-structured questionnaire answered by students who completed two semesters using the active teaching and learning methodology adopted by the institution. The results obtained allow us to conclude that students are well receptive to the method and that the adopted model has potential to fully achieve the objectives of the active pursuit of student autonomy during graduation and, possibly, in future professional practice.