Sala de aula invertida no ensino superior de saúde: uma revisão sistemática
DOI:
https://doi.org/10.33448/rsd-v10i14.22083Palavras-chave:
Aprendizagem; Ensino; Ensino superior.Resumo
O presente estudo tem como objetivo identificar as contribuições da sala de aula invertida no processo de ensino-aprendizagem de professores e alunos da área da saúde. Trata-se de uma revisão sistemática. A questão norteadora foi “Quais as contribuições da sala de aula invertida na formação em saúde?” em seguida, realizou-se a busca em quatro bases eletrônicas: a Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS), a Medical Literature Analysis and Retrieval System Online (MEDLINE/PubMed), a Banco de Dados de Enfermagem (BDENF), e a Scientific Electronic Library Online (SciElo). Foram incluídos 77 estudos. A maioria das publicações estavam relacionadas ao nível de ensino da graduação (n=57) seguido da pós graduação (especialização, residência, mestrado e doutorado) (n=20). Com utilização de sala invertida no contexto da área médica (n=55), de odontologia (n= 11), de enfermagem (n=8), de fisioterapia (n= 1), de farmácia (n=2). As principais contribuições com o ensino superior em saúde foram o aumento dos resultados de aprendizagem e da capacidade de compreensão dos assuntos, a preparação prévia para as aulas presenciais, a variabilidade de recursos tecnológicos e materiais, a possibilidade de realizar atividades didáticas interativas. Identificou-se no estudo, que a utilização da sala de aula invertida promove autonomia, estudo autodirigido e desenvolvimento de habilidades através da aprendizagem combinada. Faz-se necessário treinamentos voltados para os professores a fim de estimulá-los a utilizarem a estratégia de ensino e aprendizagem da sala de aula invertida.
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