Impact of the use of active methodology on the performance of undergraduate radiology students.

Autor: Lopes RA; Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, Fortaleza, CE, 60190-180, Brazil., Kubrusly M; Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, Fortaleza, CE, 60190-180, Brazil., Silva SFRD; Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, Fortaleza, CE, 60190-180, Brazil; University of Fortaleza, Av. Washington Soares, 1321 - Edson Queiroz, Fortaleza, CE, 60811-905, Brazil., Rocha HAL; Unichristus University Center, R. João Adolfo Gurgel, 133 - Cocó, Fortaleza, CE, 60190-180, Brazil; Federal university of Ceará, Community Health Department, R. Papi Júnior, 1223 - Rodolfo Teófilo, Fortaleza, CE, 60430-235, Brazil. Electronic address: hermano@ufc.br.
Jazyk: angličtina
Zdroj: Current problems in diagnostic radiology [Curr Probl Diagn Radiol] 2024 Sep-Oct; Vol. 53 (5), pp. 588-595. Date of Electronic Publication: 2024 May 03.
DOI: 10.1067/j.cpradiol.2024.05.008
Abstrakt: Rationale and Objectives: Although PBL is widely used in several countries, especially in medicine courses, its application in teaching other higher education courses, which involve fundamentals applied to radiology, is still little explored. Therefore, we aim to evaluate the implementation of Problem-Based Learning (PBL) in a higher education institution's radiology and biomedicine technologist course, focusing on specific radiology-related disciplines.
Materials and Methods: An interventional study was developed with 78 students. An active methodology model was created and implemented for one of the groups of participants. At the beginning of each semester, students of both groups were evaluated with pre-tests. At the end of the semesters, the students performed a post-test and a validated evaluation of the discipline methodology. Repeated measures generalized linear regressive models with robust error estimators were used to evaluate test outcomes.
Results: A significant interaction among the methodologies was found (p=0.020), with better results from students exposed to the active methodology (initial and final grades were 7.18 and 7.57 in the active methodology, respectively, and 7.45 and 6.89 in the traditional methodology, respectively). In addition, students' evaluation regarding the quality of the methodology was favorable to the active methodology with statistical significance (p<0.05) in 16 of the 22 items evaluated.
Conclusions: The students' positive response and performance were attributed to the interaction and innovation of the methodology compared to conventional methods, highlighting the effectiveness of PBL in higher education in radiology and its potential for more participatory and contextualized learning.
(Copyright © 2024 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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