Instrucción entre Pares como estrategia de aprendizaje activo en odontología
DOI:
https://doi.org/10.30979/BrazJDentEduc.v25.2435Palabras clave:
Educación en Odontología, Métodos de Enseñanza, Estudiantes de OdontologíaResumen
The Peer Instruction methodology was proposed to transform the pedagogical practices of Harvard’s physics program. Even though it was developed in 1991, this method has not been very reported in literature focusing on health science. So, this study aims to report and discuss the perception of dentistry students and professors from the University (blinded for peer review), that has been using the Peer Instruction methodology. The strategy consists of small debated exhibitions followed by a question. The students must answer the multiple-choice question individually. After, they have to convince their classmates why their answer is the right one, presenting arguments and debating them. After Peer Instruction, there is a poll. When less than 30% of students answered correctly, the topic was explained again. Between 30 and 70%, the topic was debated again, with the group. When more than 70% of students answered correctly, the topic was closed. From the students’ reports, it was possible to see that the Peer Instruction methodology can be used as an active teaching and learning tool in dentistry programs. The method seems to favor mainly attention, debate, and understanding of concepts. However, the ability to solve problems seems to be less facilitated with the methodology. Peer Instruction can be an interesting strategy for professors who seek to transform their expository classes into active approaches.
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