Metodologia ativas na medicina e o impacto da pandemia de COVID 19 no ensino médico

Abstract

The active teaching methodology has become an increasingly frequent tool in the learning of university students, especially those in medicine. However, this methodology has undergone some changes in its mixed formats (traditional and active methodology, such as Problem-Based Learning - PBL). In the face of a pandemic context, institutions have innovated their structures, channels, and ways of engaging students with the surge of Covid-19 and the necessary social isolation. Educational sectors that had never implemented this method have incorporated teaching strategies, not only in primary and secondary education but also in higher education, particularly in this project, focusing on medicine. This application makes educational institutions socioconstructive, fostering the individuality of the student and presenting attributes more in line with the formation of academic autonomy and, consequently, with the demands of the professional market and life. In light of this, the challenge arises: to establish the relationship between theory and pedagogical practice and the goal of studying active methodology in the training of new doctors in the context of Covid-19. The lack of a practical, singular recipe for applying socioconstructivist theory may be its greatest richness because it can contribute to the formation of new processes and other possibilities of development. Given the importance of PBL in the training of future doctors, this work is justified by the need to research new methodologies and tools that contribute to teaching amid the Covid-19 pandemic. For the realization of this study, we will prioritize an interdisciplinary methodology.