Abstract
Objective: Assess the level of learning, satisfaction and motivation about the neonatal resuscitation course, comparing the students' assessments regarding traditional methodology and Peer Instruction (PI). Methods: Experimental type study, qualitative-quantitative approach carried out with 5th year medical students, studying the practical module of Pediatrics. The data were produced using questionnaires with multiple choice tests on neonatal resuscitation and opinions on the methodologies employed. Results: The correctness of the questions showed a similar level of learning in the two methodologies during the first round of voting, however in the second round, where the answers were 30-70%, the students talked to their peers and voted again, generating a statistically significant difference (p = 0.0065 *). The PI group achieved a statistically significant outcome in the answer I totally agree (p = 0.0325 *). The students of both methodologies disagree, for the most part, that there are learning barriers in relation to the applied methodologies, and the PI group obtained a statistically significant difference in the answer totally disagree (p = 0.0465 *). The theme that generated the greatest statistical difference was the motivation generated in IP (p = 0.0021 *). Conclusion: The PI achieved promising results, confirming itself as an innovative methodology, capable of generating significant learning.