EVALUATION OF THE IMPACT OF TUTORING ON THE DEVELOPMENT OF ACADEMIC AND PROFESSIONAL COMPETENCIES AMONG FIRST-YEAR VETERINARY MEDICINE STUDENTS

Abstract

This study analyzed the perceptions of first-year veterinary medicine students at Centro Universitário Jorge Amado regarding the contribution of active learning methodologies promoted by the Tutoring Program to the development of academic and professional competencies. This is a descriptive study with a quantitative approach, conducted with 50 students participating in the program. Data collection was carried out through a virtual questionnaire structured on a Likert scale, addressing aspects related to critical reasoning, oral and group communication, participation in discussions, proactivity, confidence in asking questions, use of scientific sources, and the connection with professional practice situations. The results indicated predominantly positive evaluations of the tutoring experience, highlighting perceived improvements in critical thinking, academic engagement, peer interaction, and the application of discussed content to professional contexts. The role of peer tutors and the use of case studies were also recognized as factors that facilitated freshmen’s adaptation to the teaching methodologies adopted in the course. In conclusion, academic tutoring was perceived as a formative experience that contributed to students’ integration into the dynamics of higher education in Veterinary Medicine.