Design instrucional para ensino de Medicina: seu uso em disciplinas da graduação

Abstract

This work presents a proposal to evaluate the perceptions of Medical Education teachers using Instructional Designs to create classes during the Pandemic and what results this proposal will bring for the future. Medical Education and the history of humanity are moving towards a gradual insertion of learning through the sum of knowledge along philosophical, structural, political, and, in recent decades, technological lines. Active Participatory Learning Methodologies (MAAP) brought a relevant difference in the union of technology and medical art. The Instructional Designs (ID) used in MAAP are significant instruments for this integration. The surprising technological demands of the COVID-19 Pandemic have placed DI in the spotlight. And that requires a closer look. Initially, there was an analysis of the literature and subsequently, a Survey questionnaire with medical teachers containing 14 questions in total, 8 of which were objective, associated with five complementary and six subjective, aiming to identify the passage of learning through DI and its importance in the use of Instructional Design (DI ) to fulfill this purpose. From observation of the phenomenon and analysis of literature and questionnaire data, it is clear that the use of DI in Medical Education favored the transmission of knowledge and learning by teachers. However, the technological understanding of teachers and students deserves a more comprehensive assessment process. Therefore, a pedagogical evaluation of the topic is necessary. DI was the basis for maintaining and generating knowledge during the Pandemic with an adaptation to historical needs and an approach for knowledge transmission and efficient learning.