Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação e Saúde |
Texto Completo: | https://www.gvaa.com.br/revista/index.php/REBES/article/view/10410 |
Resumo: | Medical education is undergoing global transformations due to new societal demands and technological advancements. Problem Based Learning (PBL) has excelled, promoting active learning and critical skills. However, its implementation faces challenges such as infrastructure and resistance to change. This article investigates the impact of PBL on medical education and discusses the challenges faced by educators in implementing it. This study is a qualitative literature review, carried out in March 2024, using the SciELO and PubMed databases. The search terms were "Medical schools", "Problem Based Learning" and "Practical approach", combined with the connective "AND". Scientific articles and reviews published in the last 15 years in English and Portuguese, relevant to the theme, after title and abstract analysis, were included, excluding incomplete, repeated, and out-of-scope articles. PBL has been shown to be effective in medical schools, encouraging constructive learning and critical skill development. Despite the benefits, its implementation faces challenges, such as the need for collaboration between educators and the difficulty of adapting to the traditional teaching format. One promising approach to overcoming these challenges is to combine PBL with Learning Analytics (LA), providing valuable insights into the learning process. Further studies are needed to fill the gap in the academic literature and provide a clear framework for this integration. The transition to student-centred methods can be challenging for some students, especially at the beginning of their medical degree, highlighting the importance of providing adequate support during this period of adaptation. |
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Problem Based Learning Process in Medical Schools: A Practical Approach to KnowledgeProceso de Problem Based Learning en las Facultades de Medicina: Un Enfoque Práctico del ConocimientoProcesso de Problem Based Learning em escolas médicas: uma abordagem prática de conhecimento Medical education is undergoing global transformations due to new societal demands and technological advancements. Problem Based Learning (PBL) has excelled, promoting active learning and critical skills. However, its implementation faces challenges such as infrastructure and resistance to change. This article investigates the impact of PBL on medical education and discusses the challenges faced by educators in implementing it. This study is a qualitative literature review, carried out in March 2024, using the SciELO and PubMed databases. The search terms were "Medical schools", "Problem Based Learning" and "Practical approach", combined with the connective "AND". Scientific articles and reviews published in the last 15 years in English and Portuguese, relevant to the theme, after title and abstract analysis, were included, excluding incomplete, repeated, and out-of-scope articles. PBL has been shown to be effective in medical schools, encouraging constructive learning and critical skill development. Despite the benefits, its implementation faces challenges, such as the need for collaboration between educators and the difficulty of adapting to the traditional teaching format. One promising approach to overcoming these challenges is to combine PBL with Learning Analytics (LA), providing valuable insights into the learning process. Further studies are needed to fill the gap in the academic literature and provide a clear framework for this integration. The transition to student-centred methods can be challenging for some students, especially at the beginning of their medical degree, highlighting the importance of providing adequate support during this period of adaptation.La educación médica está experimentando transformaciones globales debido a las nuevas demandas sociales y los avances tecnológicos. El Aprendizaje Basado en Problemas (ABP) se ha destacado, promoviendo el aprendizaje activo y las habilidades críticas. Sin embargo, su implementación enfrenta desafíos como la infraestructura y la resistencia al cambio. Este artículo investiga el impacto del ABP en la educación médica y discute los desafíos que enfrentan los educadores para implementarlo. Este estudio es una revisión cualitativa de la literatura, realizada en marzo de 2024, utilizando las bases de datos SciELO y PubMed. Los términos de búsqueda fueron "Facultades de medicina", "Aprendizaje basado en problemas" y "Enfoque práctico", combinados con el conectivo "AND". Se incluyeron artículos científicos y revisiones publicados en los últimos 15 años en inglés y portugués, relevantes para el tema, después del análisis del título y del resumen, excluyendo los artículos incompletos, repetidos y fuera de alcance. Se ha demostrado que el ABP es eficaz en las facultades de medicina, fomentando el aprendizaje constructivo y el desarrollo de habilidades críticas. A pesar de los beneficios, su implementación enfrenta desafíos, como la necesidad de colaboración entre educadores y la dificultad de adaptarse al formato de enseñanza tradicional. Un enfoque prometedor para superar estos desafíos es combinar el ABP con la analítica del aprendizaje (LA), proporcionando información valiosa sobre el proceso de aprendizaje. Se necesitan más estudios para llenar el vacío en la literatura académica y proporcionar un marco claro para esta integración. La transición a métodos centrados en el estudiante puede ser un reto para algunos estudiantes, especialmente al comienzo de la carrera de medicina, lo que pone de manifiesto la importancia de proporcionar un apoyo adecuado durante este periodo de adaptación.A educação médica está passando por transformações globais devido a novas demandas sociais e avanços tecnológicos. O Problem Based Learning (PBL) tem se destacado, promovendo aprendizagem ativa e habilidades críticas. No entanto, sua implementação enfrenta desafios como infraestrutura e resistência à mudança. Este artigo investiga o impacto do PBL na educação médica e discute os desafios enfrentados pelos educadores ao implementá-lo. Este estudo é uma revisão bibliográfica qualitativa, realizada em março de 2024, utilizando as bases de dados SciELO e PubMed. Os termos de busca foram "Medical schools", "Problem Based Learning" e "Practical approach", combinados com o conectivo "AND". Foram incluídos artigos científicos e revisões publicados nos últimos 15 anos em inglês e português, relevantes para o tema, após análise de título e resumo, excluindo artigos incompletos, repetidos e fora do escopo. O PBL mostrou-se eficaz em escolas médicas, incentivando a aprendizagem construtiva e o desenvolvimento de habilidades críticas. Apesar dos benefícios, sua implementação enfrenta desafios, como a necessidade de colaboração entre educadores e a dificuldade de adaptação ao formato tradicional de ensino. Uma abordagem promissora para superar esses desafios é combinar o PBL com a Análise de Aprendizagem (LA), fornecendo insights valiosos sobre o processo de aprendizagem. Mais estudos são necessários para preencher a lacuna na literatura acadêmica e fornecer uma estrutura clara para essa integração. A transição para métodos centrados no aluno pode ser desafiadora para alguns estudantes, especialmente no início do curso de medicina, destacando a importância de fornecer apoio adequado durante esse período de adaptação.GRUPO VERDE DE AGROECOLOGIA E ABELHAS2024-03-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.gvaa.com.br/revista/index.php/REBES/article/view/1041010.18378/rebes.v14i1.10410Revista Brasileira de Educação e Saúde; Vol. 14 No. 1 (2024); 240-244Revista Brasileira de Educação e Saúde; Vol. 14 Núm. 1 (2024); 240-244Revista Brasileira de Educação e Saúde; v. 14 n. 1 (2024); 240-2442358-2391reponame:Revista Brasileira de Educação e Saúdeinstname:Grupo Verde de Agroecologia e Abelhas (GVAA)instacron:GVAAporhttps://www.gvaa.com.br/revista/index.php/REBES/article/view/10410/12353Copyright (c) 2024 Maria Letícia Aparecida Silva Moreira, Júlia Ribeiro Faria Gontijo, Geovana Martins Borges, Sarah Ferreira Abdulmassyhhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMoreira, Maria Letícia Aparecida SilvaGontijo, Júlia Ribeiro FariaBorges, Geovana MartinsAbdulmassyh, Sarah Ferreira2024-03-11T20:39:54Zoai:ojs.gvaa.com.br:article/10410Revistahttps://www.gvaa.com.br/revista/index.php/REBESPRIhttp://www.gvaa.com.br/revista/index.php/REBES/oaimilenanunes@fiponline.edu.br||patriciomaracaja@gmail.com2358-23912358-2391opendoar:2024-03-11T20:39:54Revista Brasileira de Educação e Saúde - Grupo Verde de Agroecologia e Abelhas (GVAA)false |
dc.title.none.fl_str_mv |
Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge Proceso de Problem Based Learning en las Facultades de Medicina: Un Enfoque Práctico del Conocimiento Processo de Problem Based Learning em escolas médicas: uma abordagem prática de conhecimento |
title |
Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge |
spellingShingle |
Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge Moreira, Maria Letícia Aparecida Silva |
title_short |
Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge |
title_full |
Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge |
title_fullStr |
Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge |
title_full_unstemmed |
Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge |
title_sort |
Problem Based Learning Process in Medical Schools: A Practical Approach to Knowledge |
author |
Moreira, Maria Letícia Aparecida Silva |
author_facet |
Moreira, Maria Letícia Aparecida Silva Gontijo, Júlia Ribeiro Faria Borges, Geovana Martins Abdulmassyh, Sarah Ferreira |
author_role |
author |
author2 |
Gontijo, Júlia Ribeiro Faria Borges, Geovana Martins Abdulmassyh, Sarah Ferreira |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Moreira, Maria Letícia Aparecida Silva Gontijo, Júlia Ribeiro Faria Borges, Geovana Martins Abdulmassyh, Sarah Ferreira |
description |
Medical education is undergoing global transformations due to new societal demands and technological advancements. Problem Based Learning (PBL) has excelled, promoting active learning and critical skills. However, its implementation faces challenges such as infrastructure and resistance to change. This article investigates the impact of PBL on medical education and discusses the challenges faced by educators in implementing it. This study is a qualitative literature review, carried out in March 2024, using the SciELO and PubMed databases. The search terms were "Medical schools", "Problem Based Learning" and "Practical approach", combined with the connective "AND". Scientific articles and reviews published in the last 15 years in English and Portuguese, relevant to the theme, after title and abstract analysis, were included, excluding incomplete, repeated, and out-of-scope articles. PBL has been shown to be effective in medical schools, encouraging constructive learning and critical skill development. Despite the benefits, its implementation faces challenges, such as the need for collaboration between educators and the difficulty of adapting to the traditional teaching format. One promising approach to overcoming these challenges is to combine PBL with Learning Analytics (LA), providing valuable insights into the learning process. Further studies are needed to fill the gap in the academic literature and provide a clear framework for this integration. The transition to student-centred methods can be challenging for some students, especially at the beginning of their medical degree, highlighting the importance of providing adequate support during this period of adaptation. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-03-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.gvaa.com.br/revista/index.php/REBES/article/view/10410 10.18378/rebes.v14i1.10410 |
url |
https://www.gvaa.com.br/revista/index.php/REBES/article/view/10410 |
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10.18378/rebes.v14i1.10410 |
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por |
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https://www.gvaa.com.br/revista/index.php/REBES/article/view/10410/12353 |
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http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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GRUPO VERDE DE AGROECOLOGIA E ABELHAS |
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GRUPO VERDE DE AGROECOLOGIA E ABELHAS |
dc.source.none.fl_str_mv |
Revista Brasileira de Educação e Saúde; Vol. 14 No. 1 (2024); 240-244 Revista Brasileira de Educação e Saúde; Vol. 14 Núm. 1 (2024); 240-244 Revista Brasileira de Educação e Saúde; v. 14 n. 1 (2024); 240-244 2358-2391 reponame:Revista Brasileira de Educação e Saúde instname:Grupo Verde de Agroecologia e Abelhas (GVAA) instacron:GVAA |
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Grupo Verde de Agroecologia e Abelhas (GVAA) |
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GVAA |
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GVAA |
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Revista Brasileira de Educação e Saúde |
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Revista Brasileira de Educação e Saúde |
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Revista Brasileira de Educação e Saúde - Grupo Verde de Agroecologia e Abelhas (GVAA) |
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milenanunes@fiponline.edu.br||patriciomaracaja@gmail.com |
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