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Do different pedagogical conceptions result in different quality of life levels?
Oscarina da Silva Ezequiel1, Bianca Sakamoto Ribeiro Paiva2, Alessandra Lamas Granero Lucchetti1
1. Faculdade de Medicina, Universidade Federal de Juiz de Fora, Juiz de Fora, Brasil.
Objective:
The present study aims to compare medical students' quality of life (QoL) at two Brazilian institutions with different pedagogical conceptions.
Methods:
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.
Results:
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.
Conclusion:
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.
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