Análise da relação entre o afeto e o engajamento ao estudo prévio no ensino multimodal em Fisiologia Médica

Rodrigo Hohl; João Gabriel Rezende Gomes; Akinori Cardozo Nagato; Carlos Alberto Mourão Júnior; Alice Belleigoli Rezende

doi:10.35699/2237-5864.2023.43004

Authors

Rodrigo Hohl Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil. https://orcid.org/0000-0003-3194-9289
João Gabriel Rezende Gomes Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil. https://orcid.org/0000-0003-2306-9847
Akinori Cardozo Nagato Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil. https://orcid.org/0000-0002-7398-0834
Carlos Alberto Mourão Júnior Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil. https://orcid.org/0000-0001-7199-5365
Alice Belleigoli Rezende Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil. https://orcid.org/0000-0002-2584-2496

DOI:

https://doi.org/10.35699/2237-5864.2023.43004

Keywords:

interactive activities, health education, team learning, affectivity

Abstract

The interest is fundamental for learning and can be modulated by the affect related to experiences within the classroom. Furthermore, interest in the classroom can influence adherence to the prior study outside the classroom required in student-centered active teaching. The primary objective was to analyze the affect and preferences of medical students (N=115) after a didactic unit that alternated two active teaching methods (team-based learning and interactive classes composed of formative assessments) with conventional expository lectures. Secondary objective was to analyze engagement in previous study oriented for the three teaching methods. The methodology used was an exploratory case study with integrated analysis of qualitative and quantitative information. Three factors were indentified that can positively impact interest and engagement in prior study: alternating expository teaching with active teaching with an emphasis on formative assessments and organizing/integrating summative testing across curriculum subjects.

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Author Biographies

Rodrigo Hohl, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil.

Doutor em Biologia Funcional e Molecular pela Universidade Estadual de Campinas. Post-doctoral fellow no Sports Science Institute of South Africa (University of Cape Town). Pós-doutorado no Instituto de Ciências Humanas/Psicologia da Universidade Federal de Juiz de Fora. Professor do Departamento de Fisiologia da Universidade Federal de Juiz de Fora.
João Gabriel Rezende Gomes, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil.

Graduado em Medicina pela Universidade Federal de Juiz de Fora (2022).
Akinori Cardozo Nagato , Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil.

Doutor em Saúde pela Universidade Federal de Juiz de Fora. Mestre em Ciências pela Universidade do Estado do Rio de Janeiro. Especialização em Fisioterapia Cardiorrespiratória e Pneumofuncional pela Universidade Castelo Branco. Pesquisador do Centro de Biologia da Reprodução da Universidade Federal de Juiz de Fora. Professor do Departamento de Fisiologia da Universidade Federal de Juiz de Fora.

Contribuição: análise dos dados, discussão e revisão do artigo
Carlos Alberto Mourão Júnior, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil.

Doutor em Ciências (Endocrinologia Clínica) pela Universidade Federal de São Paulo e Pós-doutorado na área de Estatística pelo Instituto de Matemática Pura e Aplicada (IMPA). Mestre em Ciências Biológicas (Comportamento Animal) pela Universidade Federal de Juiz de Fora (UFJF). Pós-Graduado em Filosofia pela UFJF. Professor titular do Departamento de Fisiologia da Universidade Federal de Juiz de Fora.
Alice Belleigoli Rezende, Universidade Federal de Juiz de Fora (UFJF), Juiz de Fora, MG, Brasil.

Doutora em Saúde pela Faculdade de Medicina da Universidade Federal de Juiz de Fora. Especialização em Educação para as Profissões da Saúde pela Universidade Federal do Ceará e Instituto Regional FAIMER Brasil. Professora do Departamento de Anatomia da Universidade Federal de Juiz de Fora e orientadora do Mestrado Profissional em Ensino de Biologia em Rede Nacional (PROFBIO).

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