O peer instruction (instrução por pares) como estratégia metodológica no ensino-aprendizagem da reanimação neonatal

Abstract

The theme The Peer Instruction (Peer Instruction) as a Methodological Strategy in the Teaching-Learning of Neonatal Resuscitation is linked to the research line of the teaching-learning process in the medical field, and aims at the methodological debate about the training of Resuscitation, currently based in its theoretical section, in traditional methodologies, through lectures, observing a great disinterest of the students. In this sense, try to seek alternatives for the teaching-learning process, used in the experimental character of the active PI methodology, associated with the Socrative online voting system, Objectives: to evaluate the level of learning, satisfaction and motivation about the neonatal resuscitation course, comparing students' estimates of traditional methodology and PI; Methodology: the subjects of this research were undergraduate medical students from the 5th year of CESUPA (Centro Universitário do Pará), studying the practical module of pediatrics at Hospital Divina Providência, where a research was carried out. The students were divided into four classes, two of which received traditional training and two received PI training, as classes were randomly randomized by students, a data collection was carried out over the six-month period (March to August/2019), were investigated through answers in the selection test of the neonatal resuscitation course choice, all students after a capacity response in a likert type questionnaire with their opinions on the methodologies employed. Results: the answers to the questions showed a similar level of learning in the two methodologies during the first round of voting, but in the second round, where the answers were 30-70%, the students talked to their peers and voted again, generating a statistically difference significant (p = 0.0065 *). It was observed that both methodologies are positive in training. The PI group achieved a statistically significant outcome in the answer I totally agree (p = 0.0325 *), the students of both methodologies disagree, mostly, that there are learning barriers in relation to the applied methodologies, and the PI group obtained a difference statistically significant in the answer I totally disagree (p = 0.0465 *). The theme that obtained the greatest statistical difference was the motivation generated in IP (p = 0.0021 *). The online voting carried out by the Socrative application was evaluated only by students in the PI group with a very significant statistical result in relation to their positivity (p = 0.0001 *). Conclusion: The PI achieved promising results, confirming itself as an innovative methodology, capable of generating significant learning.