O uso de metodologias ativas no ensino da atenção farmacêutica

Abstract

Objective: to evaluate the use of active learning methodologies in teaching pharmaceutical care. Methods: this study was conducted in four stages. Initially was realized a systematic review of the literature in order to identify studies on the teaching of pharmaceutical care in the world. Therefore, the LILACS, PubMed, SCOPUS, EMBASE and ERIC databases were reviewed using the descriptors |Pharmaceutical Services|, |Pharmaceutical care|, |Medication Therapy Management|, |Learning|, |Education| and |Teaching|. Then a focus group, with teachers of pharmaceutical care discipline in public institutions in the country, was conducted to provide their perceptions about the content and skills that should be taught in the pharmaceutical care course and the best teaching strategies. After this step of determining the contents and teaching strategies, the pharmaceutical care course was implemented in 2013. The active learning methods used were: dialogic classroom expository, simulation and case studies. In this step was evaluated the students experiences with course and was obtained information about their preferences regarding the learner-centered approach employed. Finally, was determined the learning objectives and the discipline in new format was implemented in first semester of 2014. At this stage, was assessed the student learning and the students´ perception of their competence to pharmaceutical care practice. For assessment of learning, four types of tests were used in the classroom (discursive written exam, seminars, objective structured clinical examination - OSCE and virtual patient). Results: In the systematic review 25 articles met the inclusion criteria. Different teaching methods were described, problem-based learning are most cited method, followed by simulation, studies of cases and seminars. The report of focus group with teachers shows that new teaching methods should be implemented to ensure effective pharmaceutical care courses. In evaluation of students experiences with the course in 2013, the application of active methodologies demonstrated the satisfaction of students. The majority (94.6%) of the students realized that the use of student-centered methods can provide personal and professional development. In the final stage of the study, thirty-three students performed four types of learning assessment used in the course. Of these, twenty-five students were female (75.75%), with a median age of 23.43 + 2.82 years and studying in the fourth year of the Undergraduate Pharmacy Program. The overall average of students in assessments was 7.97 + 0.59 and student performance on the virtual patient method was statistically superior to other methods. In evaluation of perception of competence to pharmaceutical care practice, the comparison of pre-test scores post-test scores revealed statistically significant improvement (p <0.05) for all evaluated competences. Most of the students (90%) affirmed they preferred discplina of pharmaceutical care using active methods. Conclusion: The use of active learning methodologies in the teaching of pharmaceutical care showed significant improvements in the performance of students and their perception about competence for pharmaceutical care practice, and present good levels of student satisfaction with the course.