The teaching-learning process in active method: a medical school teachers’ view

• Autor(a) principal: Rezende, Kátia Terezinha Alves
• Data de Publicação: 2020
• Outros Autores: da Costa, Maria Cristina Guimarães, Rodrigues, Matheus Eduardo, Tonhom, Sílvia Franco da Rocha
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v12i1.14413

Based on Brazilian National Curriculum Guidelines (NCG) for undergraduate education, Faculty of Medicine of Marília (FAMEMA) has restructured its curriculum by adopting the integrated and focused, guided by competence-driven curriculum model in dialogical approach and ac­tive teaching-learning methodology centered in students, problem-based and focused on the community, which were the essence for the structuring of multidisciplinary educational units, one of them being the Systematized Educational Unit (SEU). The SEU uses Problem Based Learning (PBL) as its methodology. Considering the innovative proposal for the development of this curriculum, this study aimed to analyze the teaching-learning process through the PBL at SEU from the perspective of FAMEMA’s medical school teacher. The qualitative research was used for data collection a semi-structured interview with professors of the Medical’s Cou­rse and for the data analysis the Content Analysis was used in thematic modality. As results were delimited two thematic categories: Challenges in implementation of curricular guidelines and Ignorance about the SEU’s organization. Teachers demonstrated appreciation about PBL uses even without identifying the purpose of SEU and that, to achieve what the NCG requests, investments in teacher’s training are indispensable.