Desempenho acadêmico de discentes de medicina nas sessões tutoriais por meio de mapas mentais e conceituais

Abstract

There are reports of studies about concept and mind maps in the most diverse and at all levels of schooling. Mapping is an instrument of analysis of the educational curriculum, didactic technique, learning resource or mean of assessment. This paper aimed to analyze the final outcomes of mind and concept maps developed during a tutoring workshop used to survey this research. This is a documentary, retrospective, qualitative and descriptive research, which was carried out in tutoring activities (Problem Based Learning – PBL). The interrogative instruments (mind and concept maps) analyzed were built by classes from the first and second semester of 2017 and first semester of 2018. Linear type concept maps were created in the opening of the tutoring sessions, characterized by a better understanding of the matter, followed by a sequential chain of the concepts and sufficient prior knowledge of the morphophysiological bases to build guiding questions, in order to urge the solution of the problem situations. However, after self-directed studies, in the closing sessions, students created connected cycle system maps with an increase in complexity due to the number of hierarchical levels present in these frameworks. In this context, it was possible to perceive that students migrated from mechanical learning (noticeable in linear maps) in the opening to meaningful learning at the closing. Therefore, the concept or mind mapping is an important tool for the tutor to assess the weaknesses and strengths of the discussion in the tutoring groups in the opening and closing of the motivational cases.