Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine

Detalhes bibliográficos
Autor(a) principal: Albuquerque, Mário Roberto Tavares Cardoso de
Data de Publicação: 2021
Outros Autores: Martins, Ana Caroline Guedes Souza, Caldato, Milena Coelho Fernandes, Botelho, Nara Macedo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/14164
Resumo: This study aimed to assess the knowledge of teachers about Team-Based Learning (TBL) and the factors that hinder its implementation in undergraduate medicine. This was a quantitative, cross-sectional and descriptive study using a questionnaire. The results obtained showed that 31.25% of the professors reported not knowing how many steps were recommended in the TBL, and among the others who answered knowing, 72.72% answered incorrectly. When questioning what the steps are, 34.37% of the teachers said they were not aware, whereas among the respondents, 80.95% were incorrect. Finally, with regard to the time allocated to each of the stages, 68.75% did not know how to answer and 80% of those who said they knew were mistaken. Among the hindering factors for implementing TBL activities in teaching practice, the lack of professional qualification (96.875%), plus the scarcity of works on the subject (81.25%), stood out. It is concluded that practically all the participants did not know it or had misconceptions about the use of TBL, the lack of professional qualification being the main factor hindering this process.
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spelling Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicineConocimiento del profesor sobre el aprendizaje en equipo: factores dificultantes para la implementación en graduación en medicinaConhecimento de docentes acerca da aprendizagem baseada em equipes: fatores que dificultam sua implementação na graduação em medicinaAutoaprendizagem como assuntoEducação médicaEnsinoDocentes de medicina.El autoaprendizaje como asignaturaEnsenãnzaEducación médicaProfesores de medicina.Active learningTeachingMedical educationMedical faculty.This study aimed to assess the knowledge of teachers about Team-Based Learning (TBL) and the factors that hinder its implementation in undergraduate medicine. This was a quantitative, cross-sectional and descriptive study using a questionnaire. The results obtained showed that 31.25% of the professors reported not knowing how many steps were recommended in the TBL, and among the others who answered knowing, 72.72% answered incorrectly. When questioning what the steps are, 34.37% of the teachers said they were not aware, whereas among the respondents, 80.95% were incorrect. Finally, with regard to the time allocated to each of the stages, 68.75% did not know how to answer and 80% of those who said they knew were mistaken. Among the hindering factors for implementing TBL activities in teaching practice, the lack of professional qualification (96.875%), plus the scarcity of works on the subject (81.25%), stood out. It is concluded that practically all the participants did not know it or had misconceptions about the use of TBL, the lack of professional qualification being the main factor hindering this process.Este estudio tuvo como objetivo evaluar el conocimiento de los docentes sobre el Aprendizaje Basado en Equipos (ABE) y los factores que dificultan su implementación en la carrera de Medicina. Se trata de un estudio cuantitativo, transversal y descriptivo mediante cuestionario. Los resultados obtenidos mostraron que el 31,25% de los profesores refirió no saber cuántos pasos se recomendaban en la ABE, y entre los demás que respondieron sabiendo, el 72,72% respondió incorrectamente. Al cuestionar cuáles son los pasos, el 34,37% de los profesores respondió no saber, mientras que entre los encuestados el 80,95% se equivocaron. Finalmente, en cuanto al tiempo asignado a cada una de las etapas, el 68,75% no supo responder y el 80% de los que dijeron saberlo se equivocaron. Entre los factores que dificultan la implantación de las actividades de la ABE en la práctica docente, destaca la falta de cualificación profesional (96,875%), más la escasez de trabajos sobre la materia (81,25%). Se concluyó que prácticamente todos los participantes no lo sabían o tenían conceptos erróneos sobre el uso de ABE, siendo la falta de cualificación profesional el principal factor que dificulta este proceso.Este estudo objetivou avaliar o conhecimento de docentes acerca da Aprendizagem Baseada em Equipes (ABE) e os fatores que dificultam sua implementação na graduação em medicina. Tratou-se de um estudo de natureza quantitativa, transversal e descritivo por meio de aplicação de questionário. Os resultados obtidos demonstraram que 31,25% dos docentes referiram não saber quantas etapas eram preconizadas na ABE, e dentre os demais que responderam conhecer, 72,72% responderam de forma incorreta. Ao questionar sobre quais são as etapas, 34,37% dos docentes responderam desconhecer, ao passo que dentre os respondentes 80,95% estavam incorretos. Por fim, no que tange ao tempo destinado a cada uma das etapas 68,75% não sabiam responder e 80% dos que referiram conhecer estavam equivocados. Dentre os fatores dificultadores para implementar atividades de ABE na prática docente se destacou a falta de qualificação profissional (96,875%) acrescido da escassez de trabalhos sobre o assunto (81,25%). Conclui-se que praticamente todos os participantes não a conheciam ou tinham noções equivocadas sobre o emprego da ABE, sendo a falta de qualificação profissional o principal fator dificultador deste processo.Research, Society and Development2021-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1416410.33448/rsd-v10i4.14164Research, Society and Development; Vol. 10 No. 4; e30410414164Research, Society and Development; Vol. 10 Núm. 4; e30410414164Research, Society and Development; v. 10 n. 4; e304104141642525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/14164/12706Copyright (c) 2021 Mário Roberto Tavares Cardoso de Albuquerque; Ana Caroline Guedes Souza Martins; Milena Coelho Fernandes Caldato; Nara Macedo Botelhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAlbuquerque, Mário Roberto Tavares Cardoso deMartins, Ana Caroline Guedes SouzaCaldato, Milena Coelho FernandesBotelho, Nara Macedo2021-04-25T11:21:26Zoai:ojs.pkp.sfu.ca:article/14164Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:35:21.124831Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine
Conocimiento del profesor sobre el aprendizaje en equipo: factores dificultantes para la implementación en graduación en medicina
Conhecimento de docentes acerca da aprendizagem baseada em equipes: fatores que dificultam sua implementação na graduação em medicina
title Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine
spellingShingle Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine
Albuquerque, Mário Roberto Tavares Cardoso de
Autoaprendizagem como assunto
Educação médica
Ensino
Docentes de medicina.
El autoaprendizaje como asignatura
Ensenãnza
Educación médica
Profesores de medicina.
Active learning
Teaching
Medical education
Medical faculty.
title_short Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine
title_full Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine
title_fullStr Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine
title_full_unstemmed Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine
title_sort Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine
author Albuquerque, Mário Roberto Tavares Cardoso de
author_facet Albuquerque, Mário Roberto Tavares Cardoso de
Martins, Ana Caroline Guedes Souza
Caldato, Milena Coelho Fernandes
Botelho, Nara Macedo
author_role author
author2 Martins, Ana Caroline Guedes Souza
Caldato, Milena Coelho Fernandes
Botelho, Nara Macedo
author2_role author
author
author
dc.contributor.author.fl_str_mv Albuquerque, Mário Roberto Tavares Cardoso de
Martins, Ana Caroline Guedes Souza
Caldato, Milena Coelho Fernandes
Botelho, Nara Macedo
dc.subject.por.fl_str_mv Autoaprendizagem como assunto
Educação médica
Ensino
Docentes de medicina.
El autoaprendizaje como asignatura
Ensenãnza
Educación médica
Profesores de medicina.
Active learning
Teaching
Medical education
Medical faculty.
topic Autoaprendizagem como assunto
Educação médica
Ensino
Docentes de medicina.
El autoaprendizaje como asignatura
Ensenãnza
Educación médica
Profesores de medicina.
Active learning
Teaching
Medical education
Medical faculty.
description This study aimed to assess the knowledge of teachers about Team-Based Learning (TBL) and the factors that hinder its implementation in undergraduate medicine. This was a quantitative, cross-sectional and descriptive study using a questionnaire. The results obtained showed that 31.25% of the professors reported not knowing how many steps were recommended in the TBL, and among the others who answered knowing, 72.72% answered incorrectly. When questioning what the steps are, 34.37% of the teachers said they were not aware, whereas among the respondents, 80.95% were incorrect. Finally, with regard to the time allocated to each of the stages, 68.75% did not know how to answer and 80% of those who said they knew were mistaken. Among the hindering factors for implementing TBL activities in teaching practice, the lack of professional qualification (96.875%), plus the scarcity of works on the subject (81.25%), stood out. It is concluded that practically all the participants did not know it or had misconceptions about the use of TBL, the lack of professional qualification being the main factor hindering this process.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-11
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://rsdjournal.org/index.php/rsd/article/view/14164
10.33448/rsd-v10i4.14164
url https://rsdjournal.org/index.php/rsd/article/view/14164
identifier_str_mv 10.33448/rsd-v10i4.14164
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/14164/12706
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 4; e30410414164
Research, Society and Development; Vol. 10 Núm. 4; e30410414164
Research, Society and Development; v. 10 n. 4; e30410414164
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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