Academic transition from high school to an undergraduate medical program using active methodologies within an integrated curriculum: Qualitative research

Introduction

When transitioning from high school to an undergraduate medical program that uses active teaching methodologies, students often encounter clear obstacles in their first semester, such as breaking down disciplinary barriers, adapting to the dynamics of different curricular components, adjusting to an evaluation process that is different from what they are used to, as well as a lack of understanding of the program's pedagogical proposal. This study aims to understand the challenges faced by medical undergraduate students in their first semester, specifically in relation to the use of active teaching methodologies within an integrated curriculum.

Material and methods

A qualitative study was conducted through interviews with 15 students from a private medical school who started in the first semester of 2018. The data were categorized and subjected to discourse analysis.

Results

The interviewees reported difficulties in understanding the educational proposal. Although they viewed the experience of adapting to the course's methodology positively, they found it challenging. They reported that there was insufficient explanation about the evaluation processes and proposed that clearer educational objectives be established for the students.

Conclusion

The need for a more comprehensive explanation of the pedagogical project and its teaching strategies, the importance of valuing practical training in health services, and the clarification of evaluation processes and educational objectives were highlighted by the interviewed students as key pillars for a successful transition from high school to medical education.