Active Learning Methodologies: An Experience for Faculty Training at Medical Education

Abstract

When studying the implementation movement of active learning methodologies, especially the Problem Based Learning (PBL) at medical schools, it is considered that faculty training is of great relevance and is a weakness to be overcome. In this paper, an experience from a medical school is shared concerning the accession to PBL especially focusing the course on the faculty development during this process. The Faculty Development Program (FDP), made permanent in this institution, is presented, as well as its steps in 17 years of existence: strategies and guidelines for practical support. At first, faculty training programs were based on Continuing Education (CE) and Permanent Education (PE) demonstrating theoretical references and methodologies paying greater attention to the current process of Academic Permanent Education (APE). This study also describes the APE organization, potentialities and weaknesses rates and, following that, broadens reflection on challenges surrounding faculty training programs in medical schools. It is concluded that APE, when promoting operative group activities and active knowledge production, it supports and strengthens team work. When stimulating active attitude for personal and professional teacher growth, APE also collaborates for pedagogical, curricular and humanistic development of the higher education institute.

Physiology Teaching in the PBL (Problem-Based Learning) Context: Report of Workshops Developed in Brazil

“…Considering the special competences that PBL requires, which many times were not developed during teachers' formation, faculty development is a crucial component of successful curriculum change to PBL (12). Faculty development interventions can promote improvements in teaching and continuous learning, encouraging teachers to innovate in their teaching strategies and creating an opportunity for collaboration and valorization of educational practice and research (5,6,8). Workshops constitute a faculty developmental initiative commonly used to promote the acquisition of skills or to help faculty adapt to new teaching environments.…”

“…The methodology and application of PBL vary considerably. While some courses In Brazil, the School of Medicine in Marília and the State University of Londrina were the first to implement a curriculum completely based on PBL in the late 90's (5,6).…”

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“…A semelhança do que foi demonstrado em Educação Permanente na Academia (EPA) aceita-se para este estudo que a proposta de implementação de um processo de EPS com o uso de método ativo de aprendizagem e apoiado em aprendizagem significativa se justifique como possível estratégia de capacitação capaz de promover maior compromisso aos enfermeiros com sua prática, proporcionando, ainda, o crescimento pessoal, profissional e o cuidado qualificado às necessidades de saúde das pessoas (FRANCISCHETTI et al 2014;LAZARINI;FRANCISCHETTI, 2010).…”

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“…A semelhança do que foi demonstrado em Educação Permanente na Academia (EPA) aceita-se para este estudo que a proposta de implementação de um processo de EPS com o uso de método ativo de aprendizagem e apoiado em aprendizagem significativa se justifique como possível estratégia de capacitação capaz de promover maior compromisso aos enfermeiros com sua prática, proporcionando, ainda, o crescimento pessoal, profissional e o cuidado qualificado às necessidades de saúde das pessoas (FRANCISCHETTI et al 2014;LAZARINI;FRANCISCHETTI, 2010).…”