Satisfação, Percepção de Aprendizagem e Desempenho em Vídeo aula e Aula Expositiva / Satisfaction, Perceived Learning and Performance in Video Lesson andLecture

Educadores têm se perguntado sobre estratégias adequadas para interagir com uma geração de alunos que tem acesso a modernos meios de comunicação liderados pela Internet. Este estudo comparou dois grupos de alunos de graduação,um exposto a uma aula expositiva (AE, n=81) e o outro a uma vídeo-aula (VA, n=60), avaliando o desempenho (DES) em pré e pós-testes, satisfação(SAT) e percepção de aprendizagem (PA). Foram analisadas correlações entre SAT e PA e entre ambase o DES. Houve melhora de DES (teste de Wilcoxon)de ambos os grupos, sem diferença entre eles (testede Mann-Whitney); os alunos ficaram satisfeitos e expressaram boa percepção de aprendizagem(teste de Qui-Quadrado); houve correlação entre SAT e PA, e as correlações entre SAT e DES e entre PA e DES foram significativas, porém baixas (teste de correlação de Spearman). Conclui-se que VAe AE são adequadas e promovem aprendizado dos alunos que se sentiram satisfeitos e com a percepção de que aprenderam o conteúdo. Sugere seque as metodologias possam ser utilizadas pelo professor de forma complementar, ressaltando a importância da construção de diálogos que sintonizem metodologias clássicas de ensino, como a aula expositiva, com novas tecnologias, como a vídeo-aula, que possam ser utilizadas com fins educacionais.

Educators have been wondering about the mostappropriate strategies to interact with a generationof students who has access to modern means ofcommunication, led by the Internet. This studycompared two groups of undergraduate students,one exposed to a lecture (L, n=81) and the otherto a video lesson (VL, n=60) through performanceevaluation (PER) in pre- and post-tests, satisfaction(SAT) and perceived learning (PL). The correlationsbetween SAT and PL and between both and PER wereanalyzed. The data showed an improvement of PER(Wilcoxon test) in both groups, without differencebetween them (Mann-Whitney test); both groups ofstudents were satisfied and perceived good sense oflearning (Chi-Square test); there was a correlationbetween SAT and PL and the correlation between SATand DES and between DES and PA were significant,but low (Spearman test). In conclusion, L and VL areappropriate and promote learning and the studentsfelt satisfied and with the perception that theylearned the content of the subject. It is suggestedthat both methodologies can be used by the teacheras a reinforcement and in a complementary manner,emphasizing the importance of constructing dialogicbridges able to match classical teaching methodssuch as lecturing with new technologies, as the videolesson, that can be used for educational purposes.

Las formas de organización de la enseñanza en el Policlínico Universitario su conceptualización y abordaje / The teaching organization forms in the university polyclinic teaching: Its concept and implementation

Las transformaciones que hoy se proponen en la Educación Médica, dada la descentralización de la enseñanza en los municipios, harán posible un abordaje educacional más innovador, apoyado en las tecnologías de la información y la comunicación (TIC), acercando al estudiante al escenario profesional desde el inicio de la Carrera. Todo ello permitirá un equilibrio entre la docencia, la investigación y la asistencia. Como resultado de este rediseño de programas en las Ciencias Médicas, donde el aprendizaje es a nivel del Policlínico Universitario, se ha hecho necesario realizar transformaciones en las Formas de Organización de la Enseñanza (FOE), en la Atención Primaria de Salud. Con el presente trabajo, pretendemos ofrecer nuestros criterios sobre las características de estas FOE, así como brindar elementos metodológicos para la impartición de algunas de ellas, de forma tal que puedan ser utilizadas por igual por el claustro profesoral y poder elevar la calidad del proceso docente(AU)

The changes taking place nowadays in the medical education, due to the decentralization of the teaching in the municipalities, will make the educational implementation more innovative and be supported by the information and communication technologies (ICT). This gets the students closer to the professional scenarios from the beginning of the studies. This will allow a balance between teaching, research and medical assistance. Due to this program redesign in the Medical Sciences field where the learning is at the university polyclinic level, other changes at the Primary health care in the teaching organization forms (TOF) need to be implemented as well. This paper aims at providing our criteria about the characteristics of the TOF, as well as providing the methodological issues for their teaching in such a way they can be used by the teaching staff and increase the teaching process(AU)