Processo de Problem Based Learning em escolas médicas: uma abordagem prática de conhecimento
DOI:
https://doi.org/10.18378/rebes.v14i1.10410Resumo
A educação médica está passando por transformações globais devido a novas demandas sociais e avanços tecnológicos. O Problem Based Learning (PBL) tem se destacado, promovendo aprendizagem ativa e habilidades críticas. No entanto, sua implementação enfrenta desafios como infraestrutura e resistência à mudança. Este artigo investiga o impacto do PBL na educação médica e discute os desafios enfrentados pelos educadores ao implementá-lo. Este estudo é uma revisão bibliográfica qualitativa, realizada em março de 2024, utilizando as bases de dados SciELO e PubMed. Os termos de busca foram "Medical schools", "Problem Based Learning" e "Practical approach", combinados com o conectivo "AND". Foram incluídos artigos científicos e revisões publicados nos últimos 15 anos em inglês e português, relevantes para o tema, após análise de título e resumo, excluindo artigos incompletos, repetidos e fora do escopo. O PBL mostrou-se eficaz em escolas médicas, incentivando a aprendizagem construtiva e o desenvolvimento de habilidades críticas. Apesar dos benefícios, sua implementação enfrenta desafios, como a necessidade de colaboração entre educadores e a dificuldade de adaptação ao formato tradicional de ensino. Uma abordagem promissora para superar esses desafios é combinar o PBL com a Análise de Aprendizagem (LA), fornecendo insights valiosos sobre o processo de aprendizagem. Mais estudos são necessários para preencher a lacuna na literatura acadêmica e fornecer uma estrutura clara para essa integração. A transição para métodos centrados no aluno pode ser desafiadora para alguns estudantes, especialmente no início do curso de medicina, destacando a importância de fornecer apoio adequado durante esse período de adaptação.
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Copyright (c) 2024 Maria Letícia Aparecida Silva Moreira, Júlia Ribeiro Faria Gontijo, Geovana Martins Borges, Sarah Ferreira Abdulmassyh
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
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