Active methodologies in the development of surgical skills in medical students: a quali-quantitative study
ABSTRACT Introduction: The history of medical, previously focused on teacher-centered methods that were essentially theoretical, has evolved into a theoretical-practical teaching approach. That highlighted the need for a reformulation of pedagogical methods became evident, especially in the teaching of surgical skills. The use of active methodologies aims to promote a more practical and engaging learning experience for medical students, responding to the demand for well-trained and adaptable physicians to the contemporary needs of medical practice. Objective: To evaluate the factors that influenced students performance and cognitive development in the curricular component Surgical Skills 2 (HC2). Methodology: This is a qualitative and quantitative study conducted with medical students enrolled in the HC2 course during the study period at a medical school in Salvador/BA. Data collection included the application of online forms with sociodemographic questions, 5-point Likert scale items, and open questions, at the beginning and end of the course. Responses were analyzed using statistical and qualitative methods. Results: On average, 86 students participated in the study. Most students (86,2% at the beginning and 86,0% at the end) considered the hands-on classes and the case discussions complementary to their studies. Regarding time spent at practice stations, 65,5% initially agreed that it was sufficient, increasing to 68,6% at the end. Additionally, 58,1% of students indicated the need for more hands-on practice sessions. Concerning prior study of the subjects to be covered in class, 71,3% reported doing so at the beginning, dropping to 58,1% by the end. As for the use of additional materials beyond those provided, 56,3% initially reported not using them, and 51,1% also did not use them at the end. By the end of the course, 91,9% of students reported good performance. Conclusion: Students evaluated the teaching methodologies applied in this course effective for learning surgical skills, contributing to an efficient medical training. They highlighted increased confidence and observed greater technical competence by the end. However, there was a noted need to encourage prior study and the use of complementary learning resources. Students also reported that more practice time would be desirable. The monitors involvement was a positive factor in the students learning process.