Vídeos educativos produzidos por estudantes de medicina como uma metodologia ativa de ensino

Abstract

Introduction: Audiovisual resources are considered one of the greatest sources and trends in education today. The pedagogical project of Medical Courses guided by the National Curricular Guidelines recommends the use of active methodologies and the introduction of digital information and communication technologies. However, despite the widespread use of educational videos as a resource in various teaching circumstances by teachers, there is a lack of data in the literature on the use of this strategy when those responsible for production are students. Objective: To evaluate the effectiveness of an active teaching methodology through the creation of educational videos by Medical students. Method: A study with a quasi-experimental design and quantitative approach, carried out with 50 students in the sixth period of the third year of the Medical Course at the Federal University of Rio Grande do Norte, Natal Campus, from August to December 2022. A pre-test was applied with the objective of assessing prior knowledge before the intervention and, after the videos were created by the students, they were submitted to a post-test and a satisfaction survey using a questionnaire with a Likert scale. In all tests, the significance level adopted was α = 5%. Results: The pre-test scores ranged from 0.0 to 8.0, with a median of 6.0 (2.0), and the post-test scores ranged from 2.0 to 10.0, with a median of 8.0 (6.0). The Wilcoxon test was used, and the score obtained by the students in the pre-test was lower compared to the score obtained in the post-test, with a value of p < 0.0001. Regarding the satisfaction survey, 82% of the responses were in the categories of “totally agree” and “agree”, demonstrating that the students considered the methodology used in this study important for their learning. Conclusion: The development of educational videos by medical students has proven to be an effective and feasible teaching methodology in actively promoting learning, capable of motivating students to build their own learning path, in addition to providing the teacher with a tool for summative and formative assessment.