ACADEMIC PERFORMANCE OF PHARMACY COURSE STUDENTS IN TWO TEACHING MODELS: TRADITIONAL AND ACTIVE

<p>The development of competencies in the teaching-learning process structures the National Curriculum Guidelines of the Pharmacy Undergraduate Course. This study brings as a guiding question which learning methodology contributes to better academic rates and better student performance. This exploratory study, with a quantitative approach and with a documentary design, compiled information about the academic indexes of students in the Pharmacy course at Federal University Sergipe, from 2015 to 2019, in the two learning models: active (AL) and traditional (TL). A total of 357 undergraduates were documented, with 115 students completing their training in AL and 242 in TL, with a predominance of women (76.19%), aged between 20 and 30 years (64.43%). In terms of completion time, AL students had a shorter completion time, while TL students had better individual performance indices (p<0.002), and the course average (CA) of both models was above 7 points.</p>
<p>Regarding the academic indicators per course, the retention rates were AL (4.8%) and TL (15.5%), AL (13.1%), and TL (5.48%) dropout rates, AL (44.44%) and TL success rates (50.65%). Regarding students' performance in the ENADE, both for general and specific training, AL and TL had averages higher than the national average, with concept 4 for both learning models. More detailed studies are needed to support the pedagogical and administrative management of Pharmacy courses offered in public undergraduate education institutions.</p>