Formative processes: student perception on active methodologies in the pharmacy course

In this article we present the results of a Scientific Initiation research, which starts from the hypothesis that formative processes based on active learning methodologies allow a better perception of students regarding their learning in the Pharmacy course. The objective was to investigate what is the perception of students of the Pharmacy course at a university in the interior of São Paulo/Brazil, regarding their learning and appropriation in the area. This is a qualitative, descriptive-analytical research. For data collection, an electronic questionnaire was developed and applied, validated by three judges and composed of 23 questions, 5 of which are general and specific on a Likert scale. The questionnaire was applied in April 2021 to students of the Pharmacy course at a university in Presidente Prudente/Brazil. Regarding the results, there were 40 participants, with an average age between 17 and 23 years old, all students of the night shift and who report that the university experience is challenging. As for the effectiveness of active methodologies, participants agree or fully agree. The methodologies that are applied in the course, according to them, are cases, PBL and TBL. Regarding their learning in classes based on active methodologies, the perception of the majority is that they learn the contents better in these classes. The study concluded that students know the active methodologies and realize that this contributes to the creation of the aforementioned professional skills that a health professional. The research contributed to innovation in the sense of allowing new knowledge about effective methodologies for student learning.