Aprendizagem ativa e híbrida na formação médica sobre Políticas Públicas de Saúde

Abstract

The objective was to describe the experience related to active and hybrid learning in medical training on public health policies in a state public institution of higher education. The course was offered from December 2019 to April 2020 in the 4th semester of the Medical Course for a class consisting of 36 students. The main active methodologies used in conducting the discipline were: Flipped Classroom, Problem Based Learning (PBL), educational game and project based learning. Hybrid teaching consisted of using GoogleClassroom, a content management system for the purpose of sharing materials for reading, explaining and receiving activities, as well as assessing learning. At the end of the course, an institutional assessment was carried out through Google Forms to apprehend the students' perception of teaching and learning methods, teachers and the contribution to medical training, in addition to capturing the positives, negatives and suggestions. Active learning methodologies and hybrid teaching provided theoretical-practical integration of the contents; greater student engagement and active participation; strengthening of collaborative work; sensitizing and motivating environment for learning; continuous feedback and quality in learning management. However, it was pointed out as disadvantages the high load of didactic activities and overload of the most dedicated students in group activities, which demonstrates the importance of the teaching role as a learning mediator.