Aprendizagem Baseada Em Problemas: Efeitos No Aprendizado

Sobral, Dejano T.

doi:10.1590/1981-5271v18.2-003

Cited by 5 publications

(2 citation statements)

References 6 publications

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“…Research on the PBL methodology has been supported by studies on the genesis of the cognitive process (Hmelo et al, 1997;Nakamura and Lajoie, 2004), adult learning, and the physiology of memory (Norman and Schmidt, 1992), emphasizing the importance of previous experience and active participation as fundamental points for motivation and knowledge acquisition (Sobral, 1994). PBL develops in the student the ability to "learn X to learn", work as a team, listen and respect opinions and induces him to assume a participatory and responsible role for learning (Ribeiro and Mizukami, 2005) with an emphasis on relevant issues, reducing overload information (Jones, 2006).…”

Section: Introductionmentioning

confidence: 99%

Remote Meetings in Problem-Based Learning: A Tool for Selection Research in Times of Pandemic

Cortes

Bet

Silveira

et al. 2021

Preprint

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Active methodologies have been widely used in education to provide greater involvement in the teaching-learning process. In the face of the current pandemic scenario, remote activities are strategies to spread knowledge but require adaptations of face-to-face education. However, no records were found of its use to support research groups, which traditionally are based on personal contacts. The article reports the experience of selecting participants in the development of research in the area of starch prospecting, with an adaptation of the Problem Based Learning (PBL) technique. The proposed problem was the characterization and evaluation of cassava starch for food industries application, using a sample limited to one gram. The PBL technique used research with a qualitative approach, applied nature, descriptive objective, and action research procedures. The five members that constituted the discussion group were from different professional areas and were selected among those who made up a larger group, with starch as the central theme. The PBL technique was adapted to be completed in three videoconference meetings, with intervals of 15 days. Based on the suggestions proposed and improved during the event, it was possible to outline the solution right at the first meeting. An analytical methodology can also be established within the specified limit, capable of prospecting its food industries application. Therefore, PBL as a strategic tool to develop research topics proved effective and flexible, and suitable for remote activities. It is recommended that it be better explored as a team leader and scientific research growth.

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Section: Introductionmentioning

confidence: 99%

Remote Meetings in Problem-Based Learning: A Tool for Selection Research in Times of Pandemic

Cortes

Bet

Silveira

et al. 2021

Preprint

View full text Add to dashboard Cite

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“…A ABP tem como características essenciais: a construção do conhecimento a partir do próprio aluno, a organização da temática em tomo de problemas, a integração interdisciplinar, imbricando componentes básicos e clínicos, e a ênfase no desenvolvimento cognitivo (SOBRAL 1994 ).…”

Section: Processo Educativo E a Geraçáo De Conhecimentounclassified

Reforma curricular no ensino médico: estudo de caso de uma escola de medicina

Mennin¹

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Objective. The objective of this research was to identify, analyze and synthesize the principies, concepts and practices in medicai education in a communityoriented, problem-based curriculum as expressed through the study of curricular reform at University ofNew Mexico School ofMedicine.Metbods. The primary method consisted o f case study that included participatory observation, documental analysis and interviews of professors and administrators. The observations included multiple tutoriais sessions with students, and repeated faculty development seminars, workshops, and planning meetings. Institutional policy and curriculum documents, in addition to peer reviewed publications, were analyzed. Results. Multi pie pedagogical approaches are used at University of New Mexico School of Medicine. Early exposure to clinicai practice together with studentcentered, small-group, problem-based learning (PBL) are significant factor in the Ieaming and knowledge construction among students. Assessment of students is a very important part of the learning and is a constant process throughout the length of the curriculum. A major component of the pedagogical approach is built upon faculty skills and interest in medicai education. Several different strategies are used in the education and leadership development of faculty, including; weekly meetings for discussion of tutoriais, special tutor dialogue sessions, multiple skills training sessions, review of assessment questions and practices, annual education retreats, monthly meetings of curriculum implementation and educational policy groups and frequent feedback from students about their leaming experiences. Ali o f these elements are criticai for the implementation and improvement o f the educational process. Conclusions. The active learning through early guided experiences in community-based primary care settings, student-centered, small-group, problembased leaming and the comprehensive integration of the basic and clinicai sciences (via PBL) form the core o f the most significant contribution in the students' education. The development of the teachers in contemporary educational methods, and the work o f multiple committees in the integration o f the curriculum are fundamental aspects in the planning, development and implementation o f the medicai education curriculum. IX 7 Answer queslions.

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Peer tutoring and student outcomes in a problem-based course

Sobral

1994

Medical Education

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Does peer-tutoring affect students' educational outcomes in problem-based learning? Students' characteristics and outcomes were compared along 14 successive classes of a problem-based learning course in the University of Brasilia medical programme. In the first stage of this time series, 26 teacher-tutored groups were formed; in the second stage, 50 groups had both teacher- and peer-tutoring. Both groups had equivalent characteristics in stages one and two as regards membership size and composition (students' learning style, self-confidence and motivation to learn). Results showed that scores for problem-solving tests and self-evaluation of skills were not significantly different between first and second stage groups. However, scores of meaningfulness of course experience and group work usefulness were significantly higher in the peer-tutoring stage. Significant positive correlations were found between scores of meaningfulness of course experience and both self-evaluation and group work usefulness but not between the first measure and group size or motivation to learn. The findings suggest that peer-tutoring can facilitate group work without sustained loss of cognitive achievement in long range conditions of problem-based learning experience.

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Aprendizagem Baseada Em Problemas: Efeitos No Aprendizado

Cited by 5 publications

References 6 publications

Remote Meetings in Problem-Based Learning: A Tool for Selection Research in Times of Pandemic

Remote Meetings in Problem-Based Learning: A Tool for Selection Research in Times of Pandemic

Reforma curricular no ensino médico: estudo de caso de uma escola de medicina

Peer tutoring and student outcomes in a problem-based course

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