ACTIVE LEARNING METHODOLOGIES: POTENTIAL OF REFLECTIVE PRACTICE GROUPS IN THE UNDERGRADUATION OF OCCUPATIONAL THERAPISTS

Authors

  • Paula Tatiana Cardoso
  • Daniel Marinho Cezar da Cruz
  • Patrícia Carla de Souza Della Barba

DOI:

https://doi.org/10.18554/refacs.v3i3.1096

Abstract

This study aimed to describe and discuss the curriculum experience with "Reflective Practice Groups" inthe formation, from the perspective of teachers and students of an undergraduate degree in occupationaltherapy. This is a qualitative research, performed with 26 students and two teachers at a public Universityin 2011. The thematic analysis categorial allowed three categories: Reflective group as a learning space:collective construction and professional development, the process of learning to learn, and the role of thefacilitator and the sense of "reflection group practice. It was found that the educational activity in questionindicates significant results of the methodological strategy with small groups to discuss the practice. Thegroup showed up, from the reports, as a dynamic and meaningful space, where impressions, experiences,doubts and anxieties regarding the practice could be reported, reflected, discussed and shared betweenstudents and professors, with the relevant theoretical foundations to topics.

Descriptors: Education; Occupational therapy; Problem-based learning.

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How to Cite

Cardoso, P. T., Cruz, D. M. C. da, & Barba, P. C. de S. D. (2015). ACTIVE LEARNING METHODOLOGIES: POTENTIAL OF REFLECTIVE PRACTICE GROUPS IN THE UNDERGRADUATION OF OCCUPATIONAL THERAPISTS. JOURNAL FAMILY, CYCLES OF LIFE AND HEALTH IN SOCIAL CONTEXT, 3(3). https://doi.org/10.18554/refacs.v3i3.1096

Issue

Vol. 3 (2015): V.3 (Supplement 1 - Occupational Therapy)

Section

Original Articles

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