Teacher’s experience with the use of active methodologies for learning in paediatric semiology

Abstract

The study of paediatric semiology presents challenges in the learning process when limited to traditional teaching methodologies. The objective of this experience report is to share the gains for the study of semiology and for teacher professionalisation with the use of active methodologies in real practice contexts, in addition to the difficulties and challenges encountered in introducing this form of teaching. The study describes teaching practice in paediatric semiology since 2019, with the use of active methodologies for consulting children in nurseries and preschools, with a focus on meaningful and collaborative learning. Students from different semesters make up the teams that work together. The teacher monitors the sessions, discusses the cases and carries out formative assessments. As a result, it is observed that the theoretical and practical content learnt is re-signified through the experience; teamwork brings students closer together, increases confidence and autonomy, as well as stimulating the learning to learn; knowledge of the reality of the lives of children living in diverse social contexts makes students more critical and reflective about attitudes and ethical conduct. Leaving the controlled environment, such as the classroom, for exposure to a real environment allows the student to get closer to knowing how to do things, how to live together and how to act, as they experience the peculiarities of childcare that a simulated environment does not offer. Real-life scenarios allow teachers to be bold in applying different active methodologies and contribute to breaking away from traditional teaching methods.