Reflexão da prática clínica baseada na aprendizagem ativa com acadêmicos de odontologia: Um estudo qualitativo

Abstract

Objectives: The aim of this study was to enhance problematizing participation and expand the critical-reflective perspective in clinical practice through active methodologies, assessing the teaching-learning process with undergraduate dental students. It aims to contribute to Paulo Freire’s discourse on problematizing care in the clinical context by promoting critical, participatory practices and encouraging problematizing among graduating students. Methods: This qualitative study utilized the action research method in a descriptive and interpretive manner, implementing active learning methodologies within the adolescent clinic at the Federal University of Uberlândia (Brazil). This clinic is one of the fundamental elements in the Public Health System, providing primary dental care procedures to teenagers aged 10 to 19. This research involved the participation of 33 students in the final period of their dentistry course (10th period), divided into three groups of 9- 13students each, who were regularly enrolled in the clinic. Data collection occurred through three 90-minute group workshops for each group. Minayo's methodological framework was used to carry out this study. The Arc Method was used to conduct the action research developed by Spanish educator Charles Maguerez, consisting of five steps: 1. Experience of the clinic. 2. Identification of challenges. 3. Theorization of challenges based on scientific evidence. 4. Development of action strategies. 5. Application of strategies in clinical practice. The sessions were recorded and transcribed by the researcher. The theoretical framework adopted was Paulo Freire's problematizing methodology. Data analysis followed the thematic content analysis technique. Results: Following comprehensive data analysis, the principal challenges observed revolved around aspects concerning the work process, productivity, and infrastructure. Formulated strategies encompassed the establishment of a procedures table, the implementation of minimum age regulations for companions in the waiting area, adjustment of clinic hours, enhancement of auxiliary professionals training and maintenance of dental equipment. Conclusion: In conclusion, the study encouraged students to experience and actively participate in problematizing clinical practice. The groups' experience of using active methods enabled them to identify and address the relevant challenges of practice. It allowed students to play a leading role in their teaching-learning process and to develop action strategies to transform the work process. Reflecting on the implementation of these strategies in clinical practice transforms the students' reality and promotes more dynamic and meaningful learning. However, solving the challenges related to some axes, such as infrastructure, requires a continuous commitment of financial resources and institutional support.