Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool

Detalhes bibliográficos
Autor(a) principal: Alexandre da Costa Lima, Lívia Dhayany
Data de Publicação: 2018
Outros Autores: Lacerda Sabino, Esmaella Nahama, Delambert, Carlsson, Amorim, Bruno Pires, Leite Fernandes, Raphaella Amanda Maria
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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spelling 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
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