Avaliação do ambiente educacional a partir da percepção do discente de Medicina em uma instituição pública do Estado do Rio de Janeiro

Abstract

Introduction: The educational environment (EE) of medical education is defined as the set of factors of a material and affective nature that permeates the tripod formed by the educational institution, by the teacher and, in particular, by the student. Physical, psychological, social, pedagogical and technological factors contribute intrinsically to the success of the teaching-learning process and are the result of the salutary dynamics of the three pillars of EE. A healthy environment results in quality learning and, consequently, a professional with a higher level of competence and satisfaction with the career chosen. Objectives: To analyze the educational environment of a medical school in the view of its students and to investigate the presence of association between the sociodemographic variables of the students and their perceptions to repeat the teaching-learning process, the teachers, the academic results, the general teaching environment and social relations. Methods: This is a cross-sectional observational study with medical students from 4 different periods of the course. Two data collection instruments were used: the DREEM, a specific questionnaire for the evaluation of medical EE, and a sociodemographic questionnaire. The data were collected in June and December of 2017 at a public university in the State of Rio de Janeiro and analyzed through the statistical programs R version i386 3.5.0 and R Studio, using hypothesis test and analysis of variance and tests of statistical significance. Results: 210 students participated, of which 80 were from the 1st period of the course, 43 from the 4th, 44 from the 9th and 43 from the 12th period. The average overall DREEM score revealed that students have a more positive than negative view of EE in general. It highlights the discrepancy of results found among the groups surveyed. The highest scores were found in the first period (basic cycle) and the lowest in the twelfth period (boarding school), indicating that the more the student advance in the medical course, the more negative your vision about the educational environment becomes. The perception about the general teaching environment and social relations was negative in the four groups, highlighting critical points to be considered. Female students, white, and those who lived outside Rio de Janeiro before attending in medical school perceived EE more negatively. The perception of EE by students who entered the system of racial or social quotas and those who did not join the quota system was similar. Low-income students perceive EE more positively. Conclusion: the analysis of the educational environment with the DREEM allowed us to highlight the strengths that need to be more valued, the weak points that need intervention, and, especially, the students' dissatisfaction with the traditional Flexnerian models. Low-income and self-declared non-white students appear to be experiencing more problems and negative situations in the medical school, and the female students are more critical and more demanding. The results show that teacher-centered teaching is an unfavorable factor in EE and discourages the progressive intellectual and professional autonomy advocated by the current National Curricular Guidelines of the Brazil.