Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
LOPES, J. M.
 |
| Orientador(a): |
MOURA, Eliane Perlatto
|
| Banca de defesa: |
PEIXOTO, JM
,
ELÓI-SANTOS, S. M.
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade José do Rosário Vellano
|
| Programa de Pós-Graduação: |
Programa de Mestrado em Ensino em Saúde
|
| Departamento: |
Pós-Graduação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.unifenas.br:8080/jspui/handle/jspui/233
|
Resumo: |
Academic self-efficacy refers to the student's belief in their ability to organize and execute actions regarding academic activities and demands. In this context, self-efficacy has received great prominence in the literature, as much for the relevance, as for the predictive power of the events in the school scope. Students with higher levels of self-efficacy are more likely to succeed in their interventions because they can more easily test and use their skills. This study aimed to evaluate the academic self-efficacy of undergraduate students in the 4th year of medicine course and its correlation with the teaching methods (PBL and traditional approach). It was a cross-sectional and quantitative study that was conducted at two institutions os medical education, both located in the municipality of Belo Horizonte. Each institution has a curriculum based in distinct teaching approach. The first one is based on an active methodology of PBL, and the second one a traditional methodology. The subjects of the study are 147 undergraduate students in medicine in the 4th year and they are divided into two groups. The first group was formed by 73 students from the Institution A, that used PBL, and the second one by 74 students from the Institution B, that uses traditional methodology. Data collection was performed by filling out a questionnaire self-answered with sociodemographic and general health questions-related, in addition to questions in the Self-efficacy Scale in Higher Education. The results show that students of the Institution A presented overall sum average with the highest score (p <0.01). These students also had higher score average in each domain of the self-efficacy scale when compared to the Institution B. The variables gender (female), age, (older) living (alone), absence of using medication for chronic disease and perform extracurricular activities had a positive influence on the average self-efficacy score in the different domains of the scale. In conglomerate analysis was observed that the students could be organized in two groups (GI and GII), each one with different profiles of self-efficacy. In these groups GI <GII (p <0.001). The GII group differed significantly from GI (p <0.001) in relation to presenting a higher percentage of PBL students, non-smokers and extracurricular activities. In summation, the subjects presented moderate to strong levels of self-efficacy. Results also suggest that the active teaching methodology in the PBL model is related to a higher degree of academic self-efficacy, as well as sociodemographic factors, configurations of gender and age (female and older), living situation (with the family or alone), and the use of medications for chronic diseases. |
