Análise do grau de satisfação dos alunos do internato de Atenção Básica à Saúde sobre o uso da metodologia ativa da problematização no processo de ensino-aprendizagem

Abstract

The last quarter of the 20th century was marked worldwide by a series of questions that ranged from the concept of health disseminated in the Western world, centered on the disease, to the issue of the organization of systems, services and health education itself: hospitalcentric, fragmented in specialties and biologist. With regard to health education, a pedagogical renewal was needed in search of critical, reflective and socially responsible training. In order to achieve this purpose, the DCN for the health area highlighted the use of active methodologies as teaching-learning strategies. The objective of this study is to analyze the degree of medical internship students' satisfaction about the use of the problematization methodology in the teaching-learning process in the subject of Primary Health Care 1 (specifically during the theorizing moment), considering the dimensions: perception, learning and result. In addition to identifying the type of approach to learning used by students. This is a cross-sectional study on medical education, with a quantitative and qualitative methodological approach. It was carried out through a survey with individuals who attended the ABS1 internship course, in the period 2018 to 2019 at the Faculty of Medical Sciences and Health of Juiz de Fora (FCMS/JF) - SUPREMA. Data collection took place through a digital form, made available free of charge by the company Google (google forms), selfapplicable. The questionnaire was organized into four blocks: 1- Sociodemographic/training characteristics; 2- Understanding Study Processes and Learning Approach Questionnaire – Biggs: Revised Two Factor Study Process Questionnaire (R-SPQ-2F); 3-Scale of evaluation of the degree of satisfaction with the use of the problematization methodology; 4- Two open questions, which allowed a more qualitative approach to the point of view of the study participants about contributions and problems in the use of problematization. Quantitative data analyzes were performed using STATA 15 and, in all tests, the alpha level was established at p < 0.05 for the 95% confidence interval. The analysis and interpretation of qualitative data were through content analysis following L. Bardin (2016). The results of this research demonstrated a sociodemographic and educational profile with a predominance of female, white, and high-income students. Among the respondents, there was a high degree of satisfaction with the use of problematization and most of them developed a deep approach to learning. It was not possible to state that variables such as sex, age or race could influence the type of approach to learning developed or the degree of satisfaction with the use of the active methodology. Qualitative data largely corroborate the quantitative results when it points out the contribution of the use of problematization to a medical education based on group work, with real examples and generating greater security for professional performance.