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Publication
Além dos livros: O peer-teaching na formação médica
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Authors
Abstract(s)
Introdução: O ensino por pares constitui uma estratégia pedagógica com benefícios
amplamente reconhecidos na educação médica, mas a sua implementação nas escolas
médicas portuguesas permanece limitada e pouco sistematizada, em contraste com o
panorama internacional mais consolidado.
Objetivo: Este estudo procura avaliar a perceção dos estudantes do 2.º e 6.º anos sobre
sessões de ensino por pares, nomeadamente no que respeita ao impacto na
aprendizagem, à organização da atividade, aos conteúdos abordados e à metodologia
utilizada. Além disso, analisa-se a perceção dos participantes quanto ao desenvolvimento
de competências académicas e pedagógicas, comparando-se a utilidade atribuída à
metodologia por tutores e tutorandos, bem como o grau de satisfação global com a
experiência.
Metodologia: O presente estudo insere-se num projeto de inovação pedagógica,
assente na metodologia de ensino por pares, implementado no Mestrado Integrado de
Medicina durante o ano de 2023/2024. Trata-se de um estudo observacional, descritivo
e transversal, com abordagem mista, combinando métodos quantitativos e qualitativos.
A recolha de dados foi realizada através da aplicação de dois questionários anónimos à
população-alvo.
Resultados: Os alunos do 2.º ano consideraram as sessões úteis, bem organizadas e
adequadas ao seu nível de aprendizagem, destacando o impacto positivo na compreensão
de conteúdos clínicos e o ambiente informal facilitador da aprendizagem. Já os
estudantes do 6.º ano reportaram ganhos significativos na consolidação de
conhecimentos, na capacidade de comunicação e na confiança para ensinar,
demonstrando também satisfação com a experiência de tutoria. Ambos os grupos
manifestaram interesse na continuidade e expansão do modelo, reconhecendo o seu
valor pedagógico e formativo.
Conclusão: Os resultados do estudo reforçam que o ensino por pares é uma
metodologia pedagógica valiosa e eficaz na educação médica, contribuindo
significativamente para aprendizagem e desenvolvimento de competências em ambos os
grupos de estudantes. As dificuldades identificadas, como a gestão do tempo e as
barreiras linguísticas, indicam oportunidades concretas de aperfeiç0amento que
poderão contribuir para uma integração mais eficaz e estruturada do ensino por pares no currículo médico, potenciando assim os benefícios desta metodologia para todos os
intervenientes na formação dos futuros profissionais de saúde.
Introduction: Peer teaching is a pedagogical strategy with widely recognized benefits in medical education. However, its implementation in Portuguese medical schools remains limited and lacks systematic integration, in contrast to the more consolidated international landscape. Objective: This study aims to evaluate the perceptions of second- and sixth-year medical students regarding peer teaching sessions, specifically in terms of their impact on learning, the organization of the activity, the content covered, and the methodology used. It also analyzes participants’ perceptions of the development of academic and teaching-related skills, compares how useful the methodology is perceived to be by tutors and tutees, and assesses overall satisfaction with the experience. Methods: This study is part of an institutional pedagogical innovation project based on peer teaching, implemented within the Integrated Master’s Program in Medicine during the 2023/2024 academic year. It is an observational, descriptive, and cross-sectional study with a mixed-methods approach, combining both quantitative and qualitative data. Data collection was carried out through two anonymous questionnaires administered to the target population. Results: Second-year students considered the sessions useful, well-organized, and appropriate for their level of learning, highlighting a positive impact on their understanding of clinical content and an informal environment that facilitated learning. Sixth-year students reported significant gains in knowledge consolidation, communication skills, and confidence in teaching, also expressing high satisfaction with the tutoring experience. Both groups showed interest in the continuation and expansion of the model, recognizing its pedagogical and educational value. Conclusion: The findings reinforce that peer teaching is a valuable and effective educational methodology in medical training, contributing significantly to learning and skill development for both groups of students. The challenges identified, such as time constraints and language barriers, reveal clear opportunities for improvement that could lead to more effective and structured integration of peer teaching into the medical curriculum, ultimately enhancing its benefits for everyone involved in the education of future healthcare professionals.
Introduction: Peer teaching is a pedagogical strategy with widely recognized benefits in medical education. However, its implementation in Portuguese medical schools remains limited and lacks systematic integration, in contrast to the more consolidated international landscape. Objective: This study aims to evaluate the perceptions of second- and sixth-year medical students regarding peer teaching sessions, specifically in terms of their impact on learning, the organization of the activity, the content covered, and the methodology used. It also analyzes participants’ perceptions of the development of academic and teaching-related skills, compares how useful the methodology is perceived to be by tutors and tutees, and assesses overall satisfaction with the experience. Methods: This study is part of an institutional pedagogical innovation project based on peer teaching, implemented within the Integrated Master’s Program in Medicine during the 2023/2024 academic year. It is an observational, descriptive, and cross-sectional study with a mixed-methods approach, combining both quantitative and qualitative data. Data collection was carried out through two anonymous questionnaires administered to the target population. Results: Second-year students considered the sessions useful, well-organized, and appropriate for their level of learning, highlighting a positive impact on their understanding of clinical content and an informal environment that facilitated learning. Sixth-year students reported significant gains in knowledge consolidation, communication skills, and confidence in teaching, also expressing high satisfaction with the tutoring experience. Both groups showed interest in the continuation and expansion of the model, recognizing its pedagogical and educational value. Conclusion: The findings reinforce that peer teaching is a valuable and effective educational methodology in medical training, contributing significantly to learning and skill development for both groups of students. The challenges identified, such as time constraints and language barriers, reveal clear opportunities for improvement that could lead to more effective and structured integration of peer teaching into the medical curriculum, ultimately enhancing its benefits for everyone involved in the education of future healthcare professionals.
Description
Keywords
Educação Médica Ensino entre Pares Ensino Pré-Graduado Estudantes de Medicina Portugal