PREVALENCE OF LEARNING STYLES OF MONITORS OF CURRICULAR UNITS OF THE CLINICAL CYCLE OF GRADUATION OF A MEDICINE COURSE

• Grant number: 24/09398-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: October 01, 2024
• End date: September 30, 2025
• Field of knowledge: Health Sciences - Medicine - Medical Clinics
• Principal Investigator: Marcelo Rodrigues da Cunha
• Grantee: Ana Carolina Zuccarelli Mina
• Host Institution: Faculdade de Medicina de Jundiaí (FMJ). Prefeitura Municipal de Jundiaí. Jundiaí , SP, Brazil

Abstract

Introduction: Knowledge about one's own learning style is essential for satisfactory knowledge retention. The use of study methods that do not suit the individual's characteristics and preferences generates demotivation and frustration, requiring more time to absorb the content and causing a loss of interest in the topic. Therefore, discovering the ideal study technique is crucial for optimizing information processing, active search for knowledge driven by curiosity and, consequently, better academic training. Therefore, recognizing the learning styles of monitors of medical undergraduate course units is relevant, given the importance of the mission they receive during the institutional program of helping students understand the content. Objective: To identify the different learning styles of monitors in the clinical cycle at the Faculty of Medicine of Jundiaí, in order to facilitate their study and improve the education of those monitored. Method: In this research, the learning styles of students from the 3rd to the 6th year who were monitors during some period of the curricular units that make up the clinical cycle of the medical course at the Faculty of Medicine of Jundiaí will be evaluated. For this, the EdA (Learning Styles 1.0) application will be used, which has 44 questions from the questionnaire known as Felder-Soloman's Index of Learning Styles (ILS) to check learning style indices. In this way, the profile of these monitors will be evaluated in the following categories: perception (sensory/intuitive, evaluates how the individual responds to the teaching environment), input (visual/verbal, evaluates how information is received), processing (active/reflective, evaluates how information is processed) and understanding (sequential/global, evaluates how the individual understands information). The data obtained will be subjected to a non-parametric statistical analysis to verify the predominant type of profile among subject monitors in the clinical cycle at the Faculty of Medicine of Jundiaí. With this information, there will be support so that the medical degree can draw up new training and improvement plans for monitors throughout the course, as this will reflect on the teaching and learning of their students advised during classes in the curricular units.