A Influência do Feedback Formativo no Desenvolvimento da Autorregulação da Aprendizagem na Formação Médica
DOI:
https://doi.org/10.36489/saudecoletiva.2025v15i94p15399-15424Palavras-chave:
Feedback formativo, Autorregulação da aprendizagem, Educação médicaResumo
Esse artigo buscou investigar como o feedback formativo pode promover a autorregulação da aprendizagem na educação médica. Esta pesquisa adota uma abordagem qualitativa e descritiva, sendo conduzida como uma revisão integrativa de literatura. Os dados foram levantados nas bases PubMed, SciELO e ERIC, considerando estudos publicados entre 2019 e 2024. Após a aplicação dos critérios de inclusão e exclusão, 19 estudos foram analisados. Os resultados indicam que o feedback formativo estruturado e contínuo favorece a autorregulação da aprendizagem, auxiliando estudantes de medicina na monitorização do desempenho acadêmico e aprimoramento de estratégias de estudo. Abordagens como feedback multimodal, reflexivo e combinado entre pares e docentes demonstram impacto positivo na aprendizagem autorregulada. No entanto, desafios como sobrecarga docente e resistência a modelos avaliativos inovadores dificultam a implementação dessas práticas. Conclui-se que investir em metodologias avaliativas baseadas no feedback formativo é essencial para fortalecer a autonomia e a competência profissional dos futuros médicos.
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