Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Anais da Faculdade de Medicina de Olinda (Online) |
Texto Completo: | https://afmo.emnuvens.com.br/afmo/article/view/11 |
Resumo: | Introduction: The importance of training more and more professionals stimulates the development of new teaching methods, where Problem Based Learning (PBL) is inserted. Objective: To analyze the effectiveness of the feedback of the ABP teaching methodology in the evaluation process of medical students. Methods: A descriptive study was carried out, consisting of a sample of 60 volunteers, medical students, divided into six focal groups, through an interview with questions about the feedback loop in the PBL groups. The results of the qualitative variables were described by frequencies. The work was approved by the Ethics Committee of the Institution. Results: It was observed that 58 students (98.3%) had their first contact with the PBL method after admission to the Olinda Medical School. The feedback in the PBL was highlighted by 54 (90.47%) of the respondents as an important instrument in the acquisition of knowledge. Lack of homogeneity in the application of step tutorial feedback was reported by 12 students (20%). Conclusion: The feedback presented efficacy as an evaluation tool in the teaching and learning process of the student in medical training. There are tutors who do not apply it frequently, where higher education institutions should encourage professionals for this instrument. |
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Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation toolO feedback na aprendizagem baseada em problemas como instrumento de ensino-aprendizagem: Eficácia da ferramenta de avaliaçãoAvaliaçãoFeedback formativoABPEvaluationFormative feedbackPBLIntroduction: The importance of training more and more professionals stimulates the development of new teaching methods, where Problem Based Learning (PBL) is inserted. Objective: To analyze the effectiveness of the feedback of the ABP teaching methodology in the evaluation process of medical students. Methods: A descriptive study was carried out, consisting of a sample of 60 volunteers, medical students, divided into six focal groups, through an interview with questions about the feedback loop in the PBL groups. The results of the qualitative variables were described by frequencies. The work was approved by the Ethics Committee of the Institution. Results: It was observed that 58 students (98.3%) had their first contact with the PBL method after admission to the Olinda Medical School. The feedback in the PBL was highlighted by 54 (90.47%) of the respondents as an important instrument in the acquisition of knowledge. Lack of homogeneity in the application of step tutorial feedback was reported by 12 students (20%). Conclusion: The feedback presented efficacy as an evaluation tool in the teaching and learning process of the student in medical training. There are tutors who do not apply it frequently, where higher education institutions should encourage professionals for this instrument.Introdução: A importância da formação de profissionais cada vez mais capacitados estimula o desenvolvimento de novos métodos de ensino, onde a Aprendizagem Baseada em problemas (ABP) se insere. Objetivo: Analisar a eficácia do feedback da metodologia de ensino ABP no processo de avaliação dos estudantes de Medicina. Métodos: Foi realizado um estudo descritivo, constituído por uma amostra de 60 voluntários, estudantes de Medicina, divididos em seis grupos focais, através de entrevista com perguntas sobre a cerca do feedback realizado nos grupos de ABP. Os resultados das variáveis qualitativas foram descritos por frequências. O trabalho foi aprovado pelo comitê de ética da Instituição. Resultados: Foi observado que 58 estudantes (98.3%) tiveram seu primeiro contato com o método ABP após o ingresso na Faculdade de Medicina de Olinda. O feedback no ABP foi destacado por 54 (90,47%) dos entrevistados como um instrumento importante na aquisição do conhecimento. Falta de homogeneidade na aplicação do feedback no grupo tutorial foi referida por 12 estudantes (20%). Conclusão: O feedback tutorial apresentou eficácia como um instrumento de avaliação no processo de ensinoaprendizagem do estudante na formação médica. Existem tutores que não o aplicam com frequência, onde as Instituições de Ensino Superior devem estimular os profissionais para esse instrumento.Faculdade de Medicina de Olinda2018-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://afmo.emnuvens.com.br/afmo/article/view/1110.56102/afmo.2018.11Annals of Olinda Medical School; Vol. 1 No. 1 (2018); 27-30Anais da Faculdade de Medicina de Olinda; v. 1 n. 1 (2018); 27-302674-84872595-1734reponame:Anais da Faculdade de Medicina de Olinda (Online)instname:Faculdade de Medicina de Olinda (FMO)instacron:FMOporhttps://afmo.emnuvens.com.br/afmo/article/view/11/10Alexandre da Costa Lima, Lívia Dhayany Lacerda Sabino, Esmaella Nahama Delambert, Carlsson Amorim, Bruno Pires Leite Fernandes, Raphaella Amanda Maria info:eu-repo/semantics/openAccess2023-07-04T18:07:46Zoai:ojs.afmo.emnuvens.com.br:article/11Revistahttps://afmo.emnuvens.com.br/afmoPUBhttps://afmo.emnuvens.com.br/afmo/oaianaisfmo@fmo.edu.br2674-84872595-1734opendoar:2023-07-04T18:07:46Anais da Faculdade de Medicina de Olinda (Online) - Faculdade de Medicina de Olinda (FMO)false |
dc.title.none.fl_str_mv |
Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool O feedback na aprendizagem baseada em problemas como instrumento de ensino-aprendizagem: Eficácia da ferramenta de avaliação |
title |
Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool |
spellingShingle |
Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool Alexandre da Costa Lima, Lívia Dhayany Avaliação Feedback formativo ABP Evaluation Formative feedback PBL |
title_short |
Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool |
title_full |
Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool |
title_fullStr |
Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool |
title_full_unstemmed |
Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool |
title_sort |
Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool |
author |
Alexandre da Costa Lima, Lívia Dhayany |
author_facet |
Alexandre da Costa Lima, Lívia Dhayany Lacerda Sabino, Esmaella Nahama Delambert, Carlsson Amorim, Bruno Pires Leite Fernandes, Raphaella Amanda Maria |
author_role |
author |
author2 |
Lacerda Sabino, Esmaella Nahama Delambert, Carlsson Amorim, Bruno Pires Leite Fernandes, Raphaella Amanda Maria |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Alexandre da Costa Lima, Lívia Dhayany Lacerda Sabino, Esmaella Nahama Delambert, Carlsson Amorim, Bruno Pires Leite Fernandes, Raphaella Amanda Maria |
dc.subject.por.fl_str_mv |
Avaliação Feedback formativo ABP Evaluation Formative feedback PBL |
topic |
Avaliação Feedback formativo ABP Evaluation Formative feedback PBL |
description |
Introduction: The importance of training more and more professionals stimulates the development of new teaching methods, where Problem Based Learning (PBL) is inserted. Objective: To analyze the effectiveness of the feedback of the ABP teaching methodology in the evaluation process of medical students. Methods: A descriptive study was carried out, consisting of a sample of 60 volunteers, medical students, divided into six focal groups, through an interview with questions about the feedback loop in the PBL groups. The results of the qualitative variables were described by frequencies. The work was approved by the Ethics Committee of the Institution. Results: It was observed that 58 students (98.3%) had their first contact with the PBL method after admission to the Olinda Medical School. The feedback in the PBL was highlighted by 54 (90.47%) of the respondents as an important instrument in the acquisition of knowledge. Lack of homogeneity in the application of step tutorial feedback was reported by 12 students (20%). Conclusion: The feedback presented efficacy as an evaluation tool in the teaching and learning process of the student in medical training. There are tutors who do not apply it frequently, where higher education institutions should encourage professionals for this instrument. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://afmo.emnuvens.com.br/afmo/article/view/11 10.56102/afmo.2018.11 |
url |
https://afmo.emnuvens.com.br/afmo/article/view/11 |
identifier_str_mv |
10.56102/afmo.2018.11 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://afmo.emnuvens.com.br/afmo/article/view/11/10 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Medicina de Olinda |
publisher.none.fl_str_mv |
Faculdade de Medicina de Olinda |
dc.source.none.fl_str_mv |
Annals of Olinda Medical School; Vol. 1 No. 1 (2018); 27-30 Anais da Faculdade de Medicina de Olinda; v. 1 n. 1 (2018); 27-30 2674-8487 2595-1734 reponame:Anais da Faculdade de Medicina de Olinda (Online) instname:Faculdade de Medicina de Olinda (FMO) instacron:FMO |
instname_str |
Faculdade de Medicina de Olinda (FMO) |
instacron_str |
FMO |
institution |
FMO |
reponame_str |
Anais da Faculdade de Medicina de Olinda (Online) |
collection |
Anais da Faculdade de Medicina de Olinda (Online) |
repository.name.fl_str_mv |
Anais da Faculdade de Medicina de Olinda (Online) - Faculdade de Medicina de Olinda (FMO) |
repository.mail.fl_str_mv |
anaisfmo@fmo.edu.br |
_version_ |
1796798259827572736 |