REVISTA SAÚDE MULTIDISCIPLINAR

QUIZ E SUA APLICABILIDADE EM SALA DE AULA: RELATO DE EXPERIÊNCIA

Úrsula Aparecida Escalero Silva — 2025-09-25

INTRODUCTION: This work explores the application of quizzes as an innovative tool in teaching Dentistry, in line with active learning methodologies. As education evolves, contemporary students seek to not only acquire knowledge but also apply it in practical ways in their lives. In this scenario, the use of electronic quizzes stands out as a strategy that promotes greater student engagement and participation, allowing them to test their knowledge in real time. OBJECTIVE: This work will report the experience of applying the quiz to undergraduate Dentistry students, in order to describe aspects of its applicability. METHODS: The experience carried out with undergraduate Dentistry students involved the implementation of quizzes in a theoretical class, covering relevant topics such as cavity preparations and adhesive techniques. RESULTS: The methodology used facilitated interaction, with the use of mobile devices and immediate feedback, essential for content retention. Additionally, the quizzes were designed to foster collaboration between students, promoting an active and dynamic learning environment. The results showed that the application of quizzes not only enriched the educational experience, but also improved students' understanding of the topics covered. Immediate feedback gave students a clear view of their knowledge gaps, allowing them to adjust their learning strategies. CONCLUSION: In short, the use of quizzes in Dentistry proved to be an effective approach and at the same time promotes a culture of collaborative and reflective learning.

EXPERIENCE REPORT: USE OF THE GRADEPEN DIGITAL RESOURCE FOR APPLICATION AND CORRECTION OF ASSESSMENTS IN HIGHER EDUCATION

Gabriela Rodrigues Sousa — 2025-09-22

ABSTRACT: The 21st century has been marked by technological transformations impacting various sectors, including education. This study investigates the implementation of Gradepen, a digital assessment tool, in higher education, highlighting its influence on pedagogical practices and the learning experience of students. Conducted by two professors at a private Brazilian college, the study describes the use of Gradepen in creating and managing multiple-choice questionnaires.The results indicated a significant reduction in the time required for grading assessments, decreasing from 240 minutes with manual methods to just 30 minutes using Gradepen. This optimization not only increased the efficiency of educators but also ensured more detailed and prompt feedback for students, contributing to more effective learning. According to the students, 85% reported satisfaction with the agility and transparency of the evaluation process.Moreover, the tool allowed for fairer and more objective assessments, eliminating common inconsistencies in manual grading. The study reaffirms that the use of information technology in higher education promotes interactivity and engagement, crucial aspects for student development. Finally, it emphasizes the importance of training educators for the effective use of these technologies, suggesting that continuous professional development is essential to maximize the benefits of digital tools in the educational environment.

DESENVOLVIMENTO DE COMPETÊNCIAS HUMANÍSTICAS ATRAVÉS DE METODOLOGIAS ATIVAS: RELATO DE VIVÊNCIA DE ESTUDANTES DE MEDICINA NA COMUNIDADE QUILOMBOLA DO CEDRO

Ricardo Ferreira Nunes — 2025-09-22

Objetivo: apresentar um relato de vivência de estudantes de medicina ao visitar regularmente uma comunidade quilombola do Cedro, em Mineiros, Goiás. Métodos: O estudo de natureza qualitativa e observacional foi realizado no contexto da disciplina Sociologia, Cultura e Ética, ministrada no 1º período do curso de Medicina da Faculdade Morgana Potrich. A atividade consistiu em visitas regulares à comunidade, como parte do processo de curricularização da extensão acadêmica, proporcionando aos estudantes uma experiência prática com a comunidade. Resultados: Essa abordagem não apenas enriqueceu o conhecimento dos estudantes sobre o contexto socioeconômico e cultural da comunidade, mas também destacou a importância de uma formação humanística que vai além dos aspectos técnicos da medicina. A experiência evidenciou a importância de um processo de ensino ativo e participativo, que não só integra a teoria com a prática, mas também estimula a empatia e a compreensão intercultural. O contato direto com a realidade da comunidade permitiu aos alunos desenvolver uma consciência crítica sobre as disparidades sociais e de saúde, promovendo um aprendizado mais profundo e significativo. Ao fomentar a interação entre os futuros médicos e a comunidade, a atividade de visitação visa criar um ambiente de aprendizagem que valorize a construção de redes solidárias e o desenvolvimento de práticas médicas alinhadas com o exercício da cidadania e a transformação social. Conclusão: Embora não tenha havido coleta de dados, a experiência com a comunidade quilombola do Cedro contribuiu significativamente para a formação de profissionais mais sensíveis e comprometidos com a promoção da equidade na saúde.

EDUCATIONAL AND COMMUNICATION TECHNOLOGIES IN THE ACADEMIC CONTEXT: AN ANALYSIS OF THE IMPACTS ON THE TEACHING-LEARNING PROCESS

PAULO RICARDO TEIXEIRA SILVA — 2025-09-26

Introduction: Information and Communication Technologies (ICTs) have been transforming superior education, particularly in Medicine, by increasing both theoretical and practical learning through tools such as virtual reality simulators and artificial intelligence (AI). These technologies provide a more dynamic and personalized teaching experience, but they also present challenges such as technostress and over-reliance on digital devices. Objective: To analyze the impacts of ICTs on the teaching-learning process in medical education, highlighting the benefits and challenges of their use in the academic context. Methodology: This study consists of a literature review, using the PubMed database, focusing on recent studies that address the application of ICTs in medical education, such as active methodologies and digital platforms. Articles published in the past year that directly discuss the use of technologies in medical education were included. Results and Discussion: Of the 289 articles found, 27 were analyzed. The combination of AI, simulation, and distance learning is reshaping medical education, offering new learning opportunities. However, ethical issues such as privacy and technostress need to be monitored to ensure the effective use of these tools. Conclusion: ICTs offer significant opportunities to enhance medical education, but their use must be balanced with traditional methods to ensure the comprehensive development of students, both in technical and humanistic skills.

Portugues

Euripedes Barsanulfo Borges dos Reis — 2025-09-29

Objective: To explore the use of Artificial Intelligence (AI) in medical education, highlighting its advantages, challenges, and impacts on the teaching process. Methods: A literature review was conducted in databases such as Medline, Scopus, and Web of Science, using keywords such as “Artificial Intelligence” and “Medical Education”. The studies were critically evaluated based on their relevance. Results: AI offers several advantages for medical education, including greater accuracy and efficiency in diagnostics, distance learning, and simulation platforms. These technologies provide automated assessment and improve student learning. However, challenges include the need for advanced technological infrastructure, data privacy concerns, and the potential reduction of student reflection due to excessive reliance on AI. Conclusions: Despite the challenges, AI has great potential to transform medical education, making teaching more accessible and effective. For this impact to be positive, it is necessary to overcome the technological and ethical barriers. Future physicians' perceptions show a favorable attitude towards AI and its promises for medicine.

USE OF DIGITAL PLATFORMS FOR PROBLEM-BASED LEARNING IN MEDICAL EDUCATION

Leana Ferreira Crispim — 2025-10-03

Objective: To conduct a systematic review on the use of digital platforms for Problem-Based Learning (PBL) in medical education. Methods: Articles published between 2000 and 2024 were searched, addressing PBL and the most commonly used digital platforms in health education. The databases with the best results were SciELO, ResearchGate, and the National Institutes of Health (NIH), and active searching yielded good results, albeit in smaller numbers. Articles that did not specify their methodology were excluded. Results: PBL has been utilized as an educational methodology in health-related courses, applied in the curricula of medical and nursing schools for over five decades. Its main objective is to develop competencies such as communication, collaboration, critical thinking, decision-making, and self-directed learning skills. In this approach, students work with real, specifically structured problems, providing a practical context to enhance knowledge and skills. Teachers thus act as facilitators or tutors. Conclusion: The integration of PBL with digital platforms such as Moodle, Google Classroom, and Microsoft Teams has enhanced the reach and efficiency of this method in an interactive learning environment, facilitating information exchange, material sharing, and monitoring of students' progress. Although it presents challenges, such as the need for greater teacher training and more resources, research indicates positive results in terms of knowledge retention and student satisfaction, especially when combined with digital technology.

Keywords: Problem-Based Learning (PBL), Health Education, Educational Platform, Teaching-Learning Process, Team Learning.

INTEGRAÇÃO DE TIC NAS METODOLOGIAS ATIVAS PARA A EDUCAÇÃO EM SAÚDE

Melissa Carvalho Martins de Abreu — 2025-10-02

Objective: To systematically review the integration of Information and Communication Technologies (ICT) in active methodologies, such as Problem-Based Learning (PBL) and Team-Based Learning (TBL), in health education.

Methods: A systematic review of articles published between 2015 and 2023 was conducted, addressing the impact of ICT on PBL and TBL in health courses. The databases consulted were PubMed, Scopus, and SciELO. Narrative articles were excluded. Results: The advancement of ICT has transformed health education, promoting the use of active methodologies and providing a more dynamic, interactive, and practical learning experience. The PBL and TBL methodologies, widely applied in medical and nursing courses, were enhanced by the use of digital platforms, simulators, and e-learning tools. The use of these technologies became even more essential after the digitalization driven by the COVID-19 pandemic, which required the transition to virtual environments. The available literature shows how these technologies are improving learning in higher education settings. Conclusion: ICT is essential for the modernization of health education, improving student learning and interaction. However, the success of integration depends on greater investment in infrastructure and teacher training.

Preferências e Percepções dos Alunos de Fisioterapia sobre Metodologias Ativas no Ensino Superior

SILENIO REIS — 2025-09-25

Introduction: It is known that the teaching-learning process is complex and requires that individuals develop, throughout this process, a reflective and analytical thinking of their practical actions. The use of active methodologies is presented as a strategy for a new teaching-learning model that has the student as the protagonist and the teacher as the facilitator within this process. Objective: Therefore, this article presents the perception of students of the physiotherapy course in higher education and their preferences when it comes to active methodologies. Methods: This study used a structured questionnaire to collect data on the preferences and perceptions of students of the physiotherapy course in relation to the active teaching methodologies applied by teachers. The data collection instrument was prepared in the format of an electronic form in Google Forms, and was made available to students in the WhatsApp groups of the physiotherapy course. Conclusion: In summary, it was possible to verify through this study that 100% of the students of the physiotherapy course, who answered the questionnaire, stated that the use of active methodologies contributes to the teaching-learning process. The main active methodologies preferred by students were group discussion, case study and gamification. However, it is necessary to create new strategies, which aim to implement new active methodologies in higher education, which can allow greater student participation, in addition to a critical and analytical self-reflection of these students, regarding the importance of their active participation within this process.