Metodologias ativas de ensino e aprendizagem na formação de profissionais de saúde: adaptação do docente frente ao estudante vindo de metodologia tradicional para ativa

Abstract

Purpose: To identify how the adaptation of teachers to undergraduate students with traditional methodology for active methodology is given. Materials and methods: A descriptive, caseseries, quantitative research was conducted using a questionnaire at the Escola Superior de Ciências da Saúde (ESCS) of the Distrito Federal (DF). Results and discussion: The sample with average age of 42 years, 79.8% female and average 7.5 years of teaching. Most of them are specialists. All teachers agreed to the optional transfer process. Most teachers, 86, 95%, found challenges and faced changes in the way of working to better tailor the student, identifying weaknesses that can be solved in another process. Even with this dichotomy, it was possible to observe that the students healed the expectations of the tutors in 74% and 87% affirmed that they were able to adapt to the new challenges and to adapt the students transferred to the ESCS methodologies. It is essential for the practice of the profession that the teacher unites the knowledge of formation with the knowledge acquired throughout the experiences, which are able to generate strategies, to better see the reality of the student by providing essential knowledge that was not pedagogical. Conclusion: With the evaluation of the teachers' perception, it was possible to identify that the teachers involved in the transfer process faced challenges and needed to promote changes in the way of work which resulted in new learning, improvement in the practice of the profession and contributed to student development.