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EVALUATION OF THE STUDENT’S PERCEPTION OF TEACHING STRATEGIES DURING GRADUATION AS A TOOL FOR DEVELOPING THE TEACHING-LEARNING PROCESS

ANA BEATRIZ FERNANDES SOBREIRA 1 ; ANNA BEATRIZ VIANA CARDOSO DANTAS 1 ; ARIANA AMORIM DE PAULA 1 ; BARBARA MATOS ALMEIDA QUEIROZ 1 ; DANIEL ARAÚJO KRAMER DE MESQUITA 2 ; MARCIO ROBERTO PINHO PEREIRA 1 ; SILVIA FERNANDES RIBEIRO DA SILVA 1
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Introduction and objectives: The teaching-learning process has changed; it is not a mere transmission of knowledge, but an acquisition and construction of knowledge by the students. With that change, students’ perception evaluation of strategies used in the graduation course is necessary. Thus, the objective of this research was to evaluate that perception of a teaching instrument used in the immunology module during the Medicine graduation course. Method: This is a descriptive cross-sectional study. A self-reporting structured questionnaire, composed of questions evaluated in the Likert scale was answered by 149 students. Results and conclusions: Half of the students were men. The average age was 21 years. The most part (94.6%) of the students said that the instrument ended their doubts and were greatly interested in the content in study (94%). Nevertheless, 22.1% of the students said they did not feel comfortable to ask their questions and suggested that the strategy be used in small groups. The strategies used (concept maps, instructional videos and clinical cases) were well accepted by 94.6% of the students. The contents studied helped in solving the Tutoring Groups for most of them (91.3%), but 46.3% of the students were still in doubt regarding some of the subjects. Most of them (96.5%) said that the strategy should be used along the course. The instrument was well received by the students and helped us to understand better the contents studied, being so apt to be used during other semesters and in other graduation courses.