PBL e a formação em medicina: uma avaliação da percepção de tutores e graduandos

• Autor(a) principal: MIRANDA, Gabrielle Bonilha
• Data de Publicação: 2021
• Outros Autores: SANTOS, Sandy Staquecini
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Digital Unicesumar
• Texto Completo: http://rdu.unicesumar.edu.br/handle/123456789/7789
• topic: Aprendizado Ativo; Aprendizado Baseado em Problemas; Avaliação Educacional; Educação Superior; CNPQ::CIENCIAS DA SAUDE::MEDICINA

Changes in the National Curricular Guidelines for the medicine course have been proposed involving active learning processes in the training of the future physician. This study has as its theme, the Problem Based Learning (PBL) method and its objective is to understand how it works in practice from the perception of students and tutors. To this end, a literature review has been made about tools for evaluating active learning methods. A PBL Evaluation Tool composed of two questionnaires has been also adapted and validated. The questionnaires have been applied online for students and tutors of the medical school in question. The responses obtained have been analyzed quantitatively. From these, it has been observed that most tutors (86.7%) and students (85.2%) agree on the use of PBL for the learning process. However, 66.7% of tutors and 50% of students disagree that a fully PBL-oriented curriculum is required for the method to be effective. As for the differences, 86.7% of the tutors consider themselves facilitators in the identification of the knowledge gaps of the group, but 57% of the students disagree; 60% of tutors agree that the time available for students to prepare for the tutorial session is adequate, yet 54.2% of students disagree. It has been concluded that the PBL in medical graduation is valid due to the advantages of the method, however it should not be applied as the only form of learning because, in practice, there are impasses that make the method's effectiveness impossible.