Raciocínio analítico em contextos computacionais
explorando as experiências de estudantes de medicina na aprendizagem de habilidades em ciência da computação
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20766Palavras-chave:
Raciocínio analítico, Habilidades computacionais, Educação médica, Reforma curricular, Pesquisa qualitativaResumo
À medida que as competências digitais se tornam parte integrante da área da saúde, a interseção entre o raciocínio analítico e a aprendizagem da ciência da computação no ensino médico permanece pouco explorada. Este estudo qualitativo examinou como sete estudantes de medicina e cinco docentes perceberam o desenvolvimento do raciocínio analítico ao interagirem com tarefas computacionais. Entrevistas semiestruturadas foram analisadas por meio de análise de conteúdo indutiva, revelando quatro temas: sobrecarga cognitiva que promoveu a memorização em vez do raciocínio; ansiedade e insegurança que influenciaram a disposição para o engajamento; oportunidades interativas limitadas que reforçaram a aprendizagem superficial; e curiosidade e motivação — amplificadas pelo apoio docente — que possibilitaram uma reflexão mais profunda. Os resultados sugerem que o raciocínio analítico em contextos computacionais é limitado por barreiras estruturais e psicológicas, mas pode ser fortalecido por meio de pedagogia interativa, desenvolvimento docente e o uso estratégico de tarefas computacionais como oportunidades para o raciocínio e a resiliência.
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