Satisfação e aquisição de conhecimento de curta duração de estudantes de medicina em aulas a partir de textos literários

Literary texts have been included in the teaching-learning process of the curricula of several medical schools, since they helped in the development of competencies and can improve students motivation in curricular activities. However, the potential results of using this didactic tool on cognitive learning and student satisfaction are still poorly studied. The objective of this study was to evaluate the impact of the use of literary texts, during lectures, short-term cognitive performance and the degree of satisfaction of medical students. It was an educational intervention, developed in the medical school of the NCV of UFPE. The population was composed of third year students, separated into two groups in five classes. Both groups performed the reading of texts at the beginning: one group read scientific texts and the other read literary texts, related to the theme of the lesson. Next, a cognitive prettest was applied to assess the previous level of student knowledge. The expository-dialogue lectures was followed and a posttest, identical to the prettest, was applied to measure the retention of knowledge. Finally, the student satisfaction questionnaire was applied. The subjects were: complications of gastrointestinal tumors (lecture 1), acute diarrhea (lecture 2), tuberculosis (lecture 3), schizophrenia (lecture 4) and health care in remote areas (lecture 5). The database was built on Google Form 2017® and transported to the Microsoft Office Excel 2010® program. Statistical analysis was performed using SPSS 21.0 software and Wilcoxon paired and chi-square tests were applied. The significance level was considered of p≤0.05 for data analysis. Both groups in lecture s 1, 2 and 5, the group that read technical texts in lecture 3 and the group that used literary texts in lecture 4 showed improvement in cognitive performance. The group that used literary texts in lecture 3 and the group that read technical texts in lecture 4 presented a reduction in cognitive performance. In four of the five lecture s, the group that read literaries text had higher scores in post-tests. The group that read technical texts showed greater satisfaction regarding the variables: "initial text as a didactic resource was adequate", in lecture 2; "use of the initial text in the pedagogical activity", "text left the lecture more dynamic" and "motivation to interact during the lesson" in lecture 3. The asymmetry of the results between the acquisition of knowledge and satisfaction with the intervention can be attributed the technical expectation of students in teaching, the type of evaluation performed and the difference between interventions.