Innovative curriculum in medical education: students' perception of active teaching and learning methodologies

Abstract

Abstract: Objective: Evaluate the perception of medical students regarding the use of innovative curricula in their learning process, analyzing the interference of the sociodemographic and academic profile. Methods: Cross-sectional study, carried out through a virtual, structured, anonymous, self-completion questionnaire, answered by medical students in Salvador/Bahia. In addition to the perception of the use of innovative curricula, the sociodemographic and academic profile was evaluated. Results: A total of 253 medical students were evaluated, predominantly female (62.8%), white (54.9%), single (88.1%), aged 23.9+4.9 years, with no previous academic training (79.1%). Students recognize that the use of innovative curricula helps in the consolidation of knowledge (90.5%), mainly because it allows an early professional experience (90.5%), contributes to the capacity for reflection (92.9%), in the development of clinical reasoning (94.1%), in the interaction between theory and practice (90.9%) and providing greater confidence in learning (80.2%). Sociodemographic aspects did not interfere with these perceptions, however academic aspects, such as previous training and the traditional method in the previous graduation, were associated with a lower degree of agreement about the academic benefits of innovative curricula. Conclusion: Medical students recognize that active methodologies contribute to the learning process by providing an early professional experience and articulation between theory and practice, stimulating the capacity for reflection and clinical reasoning.