O uso da metodologia da problematização na percepção do aluno de medicina: uma revisão integrativa

Abstract

Since new National Curriculum Guidelines have been introduced in the Medical Course in 2014, the Pedagogical Project has inserted medical students in the core of the teachinglearning process and the professor as a mediator in this process. The Medical under graduation Course then has the population health needs as curricular center axis, and in this sense, methods promoting effective participation of medical students to achieve knowledge and meet social demands are used. Furthermore, forming professionals under innovative approach, comprising theory and practice and enabling significant change in reality has been such a challenge for education in post-modern societies. For this purpose, new problematizers for education in Health are used as reference, such as the Maguerez Arch problematizing method, promoting students’ social, ethical and political potential. These students are taken to deeply observe reality and identify concerning issues in a creative reflexive-active process, altering this reality. The aim of this study is to carry out a narrative review upon the students’ perception facing problematizing methods, by making up the following issue: How is the students’ perception concerning problematizing methods in the Medical course formed? What are the potential and weaknesses identified by them using this method? A search for published papers was carried out at Academic Google Search and Scielo, using the labels “problematizing in medical teaching”, “medicine students’ perception towards problematizing use”. The research was carried out from 1999 to 2021. Papers in Portuguese language have been selected – Studies under qualitative, quantitative or hybrid methods. It was observed that the majority of students valued the use of the problematizing method and noticed the observation of reality and other stages of the Maquerez Arch enabled meaningful learning, as might as well a change for better performance scenarios. Some aspects have been pointed out as weaknesses in the method application: lack of preparation by the teaching staff in mediating the teaching-learning process, lack of professional valorization, structural differences and epidemiologic conditions differing from one community to another where the groups of students were acting in diverse scenarios.