Do different pedagogical conceptions result in different quality of life levels?

Revista da Associação Médica Brasileira
Oscarina da Silva EzequielGiancarlo Lucchetti

Abstract

The present study aims to compare medical students' quality of life (QoL) at two Brazilian institutions with different pedagogical conceptions. We studied students during the first four years of medical school at two institutions (one using active methodologies and small groups and the other using traditional lectures and large groups). We used a demographic questionnaire and the WHOQOL-BREF. 820 medical students were included. No significant differences in quality of life were found in general, nor while evaluating the course phase, except for the physical WHOQOL, which was lower for 2nd-year students at the institution with traditional lectures, even when adjusted for gender. Our findings revealed that, despite having very distinct pedagogical conceptions and characteristics, there were no significant differences in medical students' QoL scores between both institutions. These results are surprising and differ from our initial hypothesis, which expected better QoL for those using more active and student-centered methods.

References

Apr 17, 2004·Quality of Life Research : an International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation·S M SkevingtonUNKNOWN WHOQOL Group
Apr 27, 2004·Medical Education·Katrina J MoffatJillian M Morrison
May 7, 2010·Medical Education·Helena B M S ParoMarília M Prado
Sep 2, 2017·Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry·Giancarlo LucchettiJ Kevin Dorsey

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