Contribuição do cinema para o processo ensino-aprendizagem em um Programa de Residência Médica de Pediatria: relato de experiência em uma Disciplina de Prática Docente

Abstract

Contribution of cinema to the teaching-learning process in a Pediatrics Medical Residency Program: experience report in a Teaching Practice Discipline. Abstract This experience report describes a pedagogical activity carried out for a postgraduate discipline, aiming to encourage reflection in the training of pediatric residents beyond the biological aspects of care, and autonomy in the construction of knowledge. Based on the development of activities in the Higher Education Teaching Methodology discipline in a Postgraduate Program in the health area, the researcher carried out a preceptorship activity for pediatric residents at a public university hospital. She used a flipped classroom as an active learning methodology, and the audiovisual resource of cinema based on the occurrence of a case of sudden infant death at home, after recent discharge from the Neonatal Unit of the afore mentioned hospital. The film used was “Parallel Mothers”, by Almodóvar, from 2021. The pedagogical intervention was guided by Ausubel’s Theory of Meaningful Learning, the Pedagogical Principles of Andragogy and the use of cinema, based on Edgar Morin. The pedagogical activity was evaluated by completing the stages of the flipped classroom and capturing the residents’ perceptions, with feedback on the objectives in the teaching-learning process. It was concluded that the use of cinema contributed to reflections on work routines, brought the topic closer to humanistic practices, helped to elaborate the residents’ feelings of frustration and awakened the need to improve guidelines for safe neonatal hospital discharge. The result of the researcher’s training process throughout the postgraduate course was guided by the theoretical principles proposed with creativity and had a positive impact on her ability to use significant elements in preceptorship.