Trajetória acadêmica e experiências de uma estudante de medicina na UFSCar: vivência de uma estudante tímida experienciando a metodologia ativa

Abstract

This paper is an experience report on the academic trajectory in the Medicine course at the Federal University of São Carlos (UFSCar), which began in 2020. The training started under the challenging context of the COVID-19 pandemic, requiring initial adaptation to Non-Presential Teaching (ENPE). The UFSCar curricular structure utilizes the constructivist spiral methodology, which prioritizes the construction of knowledge, critical thinking, and skills development based on problem situations. The course is organized into annual learning units: Problem Situation (SP), Simulation Station (ES), Professional Practice (PP), and Complementary Curricular Activity (ACC). The journey was marked by challenges related to distance learning, the assimilation of the new active methodology, and the overcoming of shyness required by constant participation in group discussions. The report details the transition to in-person teaching during the clinical cycle, which intensified practical learning in Basic Health Units (UBS) and simulations, culminating in the Residency (Internato), a period of extensive contact with practice and the consolidation of technical and humanistic training. The paper concludes that the trajectory, despite the pandemic and personal obstacles, promoted the evolution of communication skills and the formation of a more reflective and empathetic professional.