Estilos de aprendizagem de estudantes de cursos de graduação em Medicina de Mossoró - RN

• Ano de defesa: 2019
• Autor(a) principal: Diógenes, Ligiane Medeiros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Medicina; Mestrado Profissional em Saúde da Família; UFPB
• Palavras-chave em Português: Aprendizagem; Desempenho acadêmico; Estudante de graduação em medicina; Learning; Graduate student in medicine; Medical school; CNPQ::CIENCIAS DA SAUDE
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/19066

Learning styles refer to the preferred way in which each individual receives and processes information and turns it into knowledge. This ability is amenable to development and encompasses cognitive, affective, physical, and environmental aspects. In applying this question to medical teaching, the main hypothesis of this study was that the predominant style of learning in students of a medical school that employs innovative active methodologies differs from the style of students of schools with traditional methodologies. The objective of this study is to analyze comparatively the profile of learning styles of students of the medical course of the Federal University of the Seminary (UFERSA) and the medical course of the State University of Rio Grande do Norte (UERN) in the campuses of Mossoró-RN, as well as to verify associations between this primary variable with school performance indexes and sociodemographic variables. A cross-sectional, observational and quantitative study was carried out, with self-administration of the Kolb Learning Styles Inventory to 80 UERN students and 60 UFERSA students attending the first two years of graduation. The Academic Performance Coefficient (CRA), the National High School Examination (ENEM) and the monthly family income (MFR) were recorded through self-report. Age ranged from 18 to 39 years, with mean and standard deviation of 23,2 (± 4.4) years, 54,3% female. The most frequent learning style was convergent (47,8%), followed by assimilator (32,8%), the least frequent divergent (5%). There were no differences in the distribution of learning style types among the students of the two schools surveyed. It was observed that the CRA, the ENEM notes and the RFM did not diverge among the groups of students classified in relation to the learning style. Enem's scores were associated with CRA (p = 0,041) and age (p = 0,001). The findings of the present study do not corroborate, therefore, the hypothesis that there would be an association between the academic performance expressed by the CRA and the Enem grade and learning styles in the sample. Learning style preferences are inconsistent with recent search results. However, there is great variability in the literature which, nevertheless, confirms the finding that all styles were present in different proportions. The hypotheses of this study were not corroborated by the results, which revealed that the learning style did not differ between the students of the two public schools of medicine in Mossoró that use different teaching methodologies, as well as the lack of evidence of associations between learning styles and school performance indexes and sociodemographic variables. It hopes that the results of this study can contribute to the recognition of learning styles in the context of medical education by providing students, teachers and coordinators with information that favors the improvement of the teaching and learning process in this challenging moment of implementation of new methodologies.