Raciocínio analítico em contextos computacionais: explorando as experiências de estudantes de medicina na aprendizagem de habilidades em ciência da computação

Omar Alobud

doi:10.22633/rpge.v29iesp4.20766

Authors

Omar Alobud King Saud bin Abdulaziz University https://orcid.org/0009-0004-7541-5873

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20766

Keywords:

Analytical reasoning, Computational skills, Medical education, Curriculum reform, Qualitative research

Abstract

As digital competencies become integral to healthcare, the intersection of analytical reasoning and computer science learning in medical education remains underexplored. This qualitative study examined how seven medical students and five faculty members perceived the development of analytical reasoning when engaging with computational tasks. Semi-structured interviews were analyzed using inductive content analysis, revealing four themes: cognitive overload that promoted memorization rather than reasoning, anxiety and confidence gaps that shaped willingness to engage, limited interactive opportunities that reinforced surface learning, and curiosity and motivation—amplified by faculty support—that enabled deeper reflection. The findings suggest that analytical reasoning in computational contexts is constrained by structural and psychological barriers but can be strengthened through interactive pedagogy, faculty development, and the strategic use of computational tasks as opportunities for reasoning and resilience.

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Author Biography

Omar Alobud, King Saud bin Abdulaziz University

Assistant Professor, King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center (KAIMRC), Ministry of National Guard - Health Affairs, Saudi Arabia.

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