Problem-based learning as a teaching method in medical training

• Autor(a) principal: Carvalho, Maylon Wellik dos Santos
• Data de Publicação: 2020
• Outros Autores: Andrade, Wellen Zane Nunes, Cansanção, Isaac Farias, Palácio, Maria Augusta Vasconcelos, Takenami, Iukary Oliveira
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Docência do Ensino Superior (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/19801
• topic: Aprendizagem Baseada em Problemas; Ensino-aprendizagem; Metodologias ativas; Ensino superior; Educação médica; Estudante de Medicina; Problem-Based Learning; Teaching-learning; Active methodologies; Higher education; Medical education; Medicine student; Aprendizaje basado en problemas; Enseñanza-aprendizaje; Metodologías activas; Enseñanza superior; Educación médica; Estudiante de Medicina

Active learning methodologies, such as Problem Based Learning (PBL), represent one of the main innovative teaching methods. However, although several institutions usually guide their courses through PBL, studies on the student's perception about the importance and contribution of the method are still relatively recent. The present study aims to report the student experience in the tutorial sessions of the PBL and their contributions to academic training in Medicine. The tutorial sessions foster the training of critical, autonomous and participatory students, making them take responsibility for their learning. On the other hand, pressure and fear of failure can hinder and/or compromise all the teaching-learning process. It is important to highlight that the success of the method is not just the student's function, but rather depends on other factors that include: acceptance of the method by the student; proactivity of the tutor; infrastructure; a well-developed problem situation, and other elements that must be considered in its implementation.