Cooperative Learning and the Training of the Physicians through Active Methodologies: Views of Students and Teachers

ABSTRACT INTRODUCTION In order to acquire the medical skills recommended by the National Curricular Guidelines, academic institutions in the area of heath have looked for new strategies. In this context, it is seen that cooperative learning, when stimulated in the framework of active teaching-learning methodologies, can bring important advantages for medical training. The general objective of this study was to explore students’ and teachers’ views on cooperative learning in a medical curriculum based on active methods (Problem Based-Learning and Investigation). The specific objectives were: to investigate the benefits of cooperation in small groups of students, and to identify the needs for teachers to adapt their practices when working with these small groups. METHODS This is a descriptive, quantitative and qualitative study, with the application of questionnaires and semi structured interviews to students in the first to fourth years of medical school, and teachers participating in tutorials and pedagogical cycles. The data from the questionnaires were arranged in tables and evaluated through a Likert scale. The interviews were recorded and transcribed for subsequent grouping of cores of meaning for content analysis, thematic modality. The research was supported by Pibic/CNP, with process number 115007/2016-4. RESULTS AND DISCUSSION Regarding the student’s profile, the majority were aged between 22 and 25 years, female, and White. Regarding the teachers’ profile, 85% had graduated by the traditional method, with 16 to 30 years since graduating,15 to 21 years of working with active methods, and 92% with postgraduate degrees. The quantitative and qualitative results were convergent; the students and teachers presented analogous conceptions about the benefits ofcooperative learning in small groups, believing that communication skills, critical thinking, positive interdependence, advance toward teamwork, and the acquisition of cognitive knowledge are guaranteed in this process. It was also observed that as the students moved up through the grades, their views changed slightly in relation to several questions. This may be realted to the extra maturity that comes with the passage of years, but it is largely due to the experience withactive methods. FINAL CONSIDERATIONS Cooperative learning is efficient within small groups. It brings social, cognitive and psychomotor benefits, and it is favored in the area of active methodologies with lifelong learning. The results of this study could be useful for providing guidance to managers and coordinators of other medical courses seeking to use active methodologies, or even for those that already use them.

## 摘要及引言
为掌握国家课程指南所推荐的医学技能，卫生领域学术机构一直在探寻新型教学策略。在此背景下，不难发现，在主动教学法框架下开展合作学习，可为医学培训带来重要优势。本研究的总体目标是探究师生在基于主动教学法（基于问题的学习（Problem Based-Learning）与探究式学习）的医学课程中对合作学习的看法。具体研究目标包括：一是探究学生小组合作学习的益处，二是明确教师在开展小组教学时调整教学实践的需求。

## 研究方法
本研究为描述性混合研究（定量与定性结合），向医学专业一至四年级学生发放问卷，并对参与专题辅导课与教学循环的教师开展半结构化访谈。问卷数据整理为表格形式，并通过李克特量表（Likert scale）进行统计分析。访谈内容经录音、转录后，采用主题式内容分析法对意义核心进行归类编码。本研究由Pibic/CNP项目资助，项目编号为115007/2016-4。

## 结果与讨论
就学生群体特征而言，大部分受访者年龄介于22至25岁，为女性且为白人。教师群体特征方面，85%的教师接受过传统医学教育模式，毕业年限为16至30年，从事主动教学法相关工作的时长为15至21年，92%的教师拥有研究生学历。定量与定性研究结果具有一致性：师生对小组合作学习的益处持有相似认知，均认为该模式可有效提升沟通能力、批判性思维、积极互赖意识，促进团队协作能力的养成，并助力认知知识的掌握。此外，随着年级升高，学生对部分问题的看法略有转变，这可能与随年龄增长而来的心智成熟度提升有关，但主要归因于主动教学法的学习体验。

## 最终结论
小组合作学习具备良好应用效能，可带来社会、认知与精神运动技能层面的益处，且在面向终身学习的主动教学法领域中更具推广价值。本研究结果可为其他拟采用或已采用主动教学法的医学课程管理者与协调者提供参考依据。