Aprendizagem baseada em design aplicada à prototipagem de aplicativo digital sobre acidentes escorpiônicos em Maceió-AL

Abstract

The research evaluated the applicability of Design-Based Learning (BDR) in the acquisition of general competencies of the Medicine course, according to the National Curriculum Guidelines (DCN), through the collaborative construction of a prototype of an educational application on scorpion accidents. General Objective: To verify the potential of the BDR methodology in the construction of a digital pedagogical tool on scorpion accidents in Maceió-AL for the development of skills and competencies in medical students. Methodology: Exploratory, qualitative case study, based on the methodology of Design-Based Research (BDR), adapted to the Galvis-Panqueva model, in iterative cycles of analysis, design, implementation and evaluation. The research was conducted at the Municipal HealthDepartment of Maceió, with four students from the 9th period of Medicine. Collection techniques such as continuous observation, Padlet records and evaluative questionnaires applied before and after the use of the prototype were used. The content analysis followed Bardin's (2011) methodology, complemented with the use of OpenAI's Chat GPT-4 AI. Results: BDR proved to be efficient in collaborative learning and in the development of skills such as critical analysis, problem solving and teamwork. The prototype "Scorpion Accidents in Maceió-AL" underwent iterative adjustments, becoming more practical and intuitive. The comparative analysis of the questionnaires revealed improvements in the level of knowledge of the participants: P2 went from 56% to 96%, P4 from 68% to 80%, while P1 and P3 did not show significant changes, suggesting the need for improvements and adaptations. Discussion: The BDR favored the development of cognitive and attitudinal skills, aligned with the DCNs, and highlighted the importance of active methodologies. Although the results were relevant, the research identified challenges such as reconciling scientific rigor and accessibility. The constant interaction of the research group during the construction process was important for the improvement of the prototype, but continuous adjustments are necessary to improve the pedagogical potential. Conclusion: Design-based learning (BDR) showed promise for the development of the competencies foreseen in the DCNs, by integrating digital technologies in the educational process. This prototype highlighted how an innovative solution for medical training can enhance the knowledge acquired in the face of emergencies of this nature.