Active teaching-learning methodologies: medical students' views of problem-based learning

Abstract

The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED), and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE), promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS). In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO) established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL). Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

O Ensino da Patologia e Sua Influência na Atuação de Patologistas e Infectologistas no Rio de Janeiro

“…Faculdades de Medicina no mundo e algumas no Brasil têm substituído o ensino tradicional pelo PBL com bons resultados na sua motivação pelas aulas e também na qualidade da formação dos médicos 25 seus currículos enfocando as metodologias ativas de ensino--aprendizagem e implantando o currículo PBL em 1997 e 1998, respectivamente 26 . Em termos qualitativos, o estudo de Gomes 26 indica que o curso de Medicina de Marília tem alcançado os resultados desejados, de acordo com a opinião de pacientes, gestores e outros profissionais de saúde.…”

From Family Doctor to Student Preceptor in the Brazilian Unified Health System: Experience Report

“…Active Methodologies, based on greater student autonomy in the face of the learning process, aim to provide the "learning to learn" method 5,[8][9][10][11][12] ; challenge the student to research and reflect with autonomy to think about what to do with the established learning objectives and aims to teach how to use past experiences to interrelate new knowledge with previous information; they also try to arouse the students' curiosity and make them bring new things, which would not be considered in classes and by the teacher 1,5,[8][9]12 . Learning should be centered on the student and the person, which would lead the student to have greater interest in learning about the individual, and not only about the disease 1,3,5,[8][9][11][12] . It would increase the students' relationship with the other students, teachers and people involved.…”

“…It would increase the students' relationship with the other students, teachers and people involved. The curriculum should be integrated, without dividing the basic and professionalization cycles (ideally, the students have contact with practice since their first year, preferably at SUS, where they learn not only the clinical method, but how the system works) [1][2][3][4][5][6][7][8][9]12 . This would increase clinical resolvability by making the students deal with complex and unique health conditions and problems in a continuous and longitudinal way [5][6][7] through Evidence-Based Medicine [9][10][11][12] .…”

Reflective practice and vocational training: theoretical approaches in the field of Health and Nursing

“…3,[18][19][20] Results from national and international studies show that curricular innovations are marked by effective teaching-servicemanagement-community integration, which favors the insertion of students in the world of work, leading them to develop a critical and reflexive action, in order to overcome the content-based, biological and preventive paradigm. In this modality of curriculum we identify pedagogical proposals with the use of active teaching-learning methodologies and evaluation methodologies of the permanent education, in order to mediate the construction of knowledge and the development of dialogic skills 2,3,18,[20][21][22] that are potential for health promotion.…”

“…The conceptual elements of the innovative curriculum are highlighted in contemporary theories, such as complexity 22 and competence, 23 through active or problematizing learning methodologies, 18,24 with an emphasis on the increasing development of autonomy and competence, 25 stimulating reflection and theorization, based on practice situations, systematic evaluations, solidarity, citizenship and social responsibility to generate internal and external, and individual and collective changes.…”