Proceso de Problem Based Learning en las Facultades de Medicina: Un Enfoque Práctico del Conocimiento
DOI:
https://doi.org/10.18378/rebes.v14i1.10410Resumen
La educación médica está experimentando transformaciones globales debido a las nuevas demandas sociales y los avances tecnológicos. El Aprendizaje Basado en Problemas (ABP) se ha destacado, promoviendo el aprendizaje activo y las habilidades críticas. Sin embargo, su implementación enfrenta desafíos como la infraestructura y la resistencia al cambio. Este artículo investiga el impacto del ABP en la educación médica y discute los desafíos que enfrentan los educadores para implementarlo. Este estudio es una revisión cualitativa de la literatura, realizada en marzo de 2024, utilizando las bases de datos SciELO y PubMed. Los términos de búsqueda fueron "Facultades de medicina", "Aprendizaje basado en problemas" y "Enfoque práctico", combinados con el conectivo "AND". Se incluyeron artículos científicos y revisiones publicados en los últimos 15 años en inglés y portugués, relevantes para el tema, después del análisis del título y del resumen, excluyendo los artículos incompletos, repetidos y fuera de alcance. Se ha demostrado que el ABP es eficaz en las facultades de medicina, fomentando el aprendizaje constructivo y el desarrollo de habilidades críticas. A pesar de los beneficios, su implementación enfrenta desafíos, como la necesidad de colaboración entre educadores y la dificultad de adaptarse al formato de enseñanza tradicional. Un enfoque prometedor para superar estos desafíos es combinar el ABP con la analítica del aprendizaje (LA), proporcionando información valiosa sobre el proceso de aprendizaje. Se necesitan más estudios para llenar el vacío en la literatura académica y proporcionar un marco claro para esta integración. La transición a métodos centrados en el estudiante puede ser un reto para algunos estudiantes, especialmente al comienzo de la carrera de medicina, lo que pone de manifiesto la importancia de proporcionar un apoyo adecuado durante este periodo de adaptación.
Descargas
Citas
ACEVEDO-PEÑ, Margarita et al. Problem-Based Learning in Situ Applied to Students in the Assessment of Nursing Process. Open Journal of Nursing, v. 11, n. 5, p. 378-389, 2021.
ANA, A. et al. Transferable Skills Needed in the Workplace. Journal of Engineering Education Transformations, v. 34, 2020.
BATE, Emily et al. Problem-based learning (PBL): Getting the most out of your students–Their roles and responsibilities: AMEE Guide No. 84. Medical teacher, 2013.
BOCCATO, Vera Regina Casari. Metodologia da pesquisa bibliográfica na área odontológica e o artigo científico como forma de comunicação. Rev. Odontol. Univ. Cidade São Paulo, São Paulo, v. 18, n. 3, p. 265-274, 2006.
BRASSLER, Mirjam; Dettmers, Jan. How to enhance interdisciplinary competence—interdisciplinary problem-based learning versus interdisciplinary project-based learning. Interdisciplinary Journal of problem-based Learning, v. 11, n. 2, 2017.
BUJA, L. Maximilian. Medical education today: all that glitters is not gold. BMC medical education, v. 19, p. 1-11, 2019.
DEWALT, Caroline. Teacher workload and project-based learning: Tipping the balance toward sustained student engagement. Robert Morris University, 2021.
FIROUZI, Mohsen; SHOURAKI, Saeed Bagheri; AFRAKOTI, Iman Esmaili Paeen. Pattern analysis by active learning method classifier. Journal of Intelligent & Fuzzy Systems, v. 26, n. 1, p. 49-62, 2014.
HAN, Eui-Ryoung et al. Medical education trends for future physicians in the era of advanced technology and artificial intelligence: an integrative review. BMC medical education, v. 19, p. 1-15, 2019.
HARDEN, Ronald M.; LAIDLAW, Jennifer M. Essential skills for a medical teacher: an introduction to teaching and learning in medicine. Elsevier Health Sciences, 2020.
HENDERSON, Kristin J.; COPPENS, Elisha R.; BURNS, Sharon. Addressing barriers to implementing problem-based learning. AANA journal, v. 89, n. 2, 2021.
HERNÁNDEZ, Laura E. et al. Pushing against the grain: Networks and their systems for sustaining and spreading deeper learning. Journal of Educational Change, v. 24, n. 4, p. 871-895, 2023.
HERRERA-ALIAGA, Eduardo; ESTRADA, Lisbell D. Trends and innovations of simulation for twenty first century medical education. Frontiers in public health, v. 10, p. 619769, 2022.
IBRAHIM, Mutasim E. et al. The effectiveness of problem-based learning in Acquisition of Knowledge, soft skills during basic and preclinical sciences: medical Students’ points of view. Acta Informatica Medica, v. 26, n. 2, p. 119, 2018.
JALENIAUSKIENĿ, Evelina. Revitalizing foreign language learning in higher education using a PBL curriculum. Procedia-Social and Behavioral Sciences, v. 232, p. 265-275, 2016.
KILIŃSKA, Daria; RYBERG, Thomas. Connecting learning analytics and problem-based learning–potentials and challenges. Journal of Problem Based Learning in Higher Education, v. 7, n. 1, 2019.
LAFORCE, Melanie; NOBLE, Elizabeth; BLACKWELL, Courtney. Problem-based learning (PBL) and student interest in STEM careers: The roles of motivation and ability beliefs. Education Sciences, v. 7, n. 4, p. 92, 2017.
MANUABA, Ida Bagus Amertha Putra; YI-NO, Chien-Chih Wu. The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PloS one, v. 17, n. 11, p. e0277339, 2022.
MONTREZOR, Luís H. Performance in physiology evaluation: possible improvement by active learning strategies. Advances in physiology education, v. 40, n. 4, p. 454-457, 2016.
PATHANIA, Monika; CHATURVEDI, Aditi; BISWAS, Rakesh. Medical Student Introduction to ‘Patient Centred Healthcare'Through a ‘Constructivist'Learning Session in Cardiology: A Cross Sectional Evaluation. International Journal of User-Driven Healthcare (IJUDH), v. 3, n. 4, p. 37-49, 2013.
ROBLEK, Vasja et al. Smart technologies as social innovation and complex social issues of the Z generation. Kybernetes, v. 48, n. 1, p. 91-107, 2019.
SALEH, Asmalina et al. A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment. British Journal of Educational Technology, v. 53, n. 5, p. 1321-1342, 2022.
SANTOS, Maria Zilma dos et al. Degree in Nursing: education through problem-based learning. Revista brasileira de enfermagem, v. 72, p. 1071-1077, 2019.
SAQR, Mohammed; ALAMRO, Ahmad. The role of social network analysis as a learning analytics tool in online problem based learning. BMC medical education, v. 19, p. 1-11, 2019.
SAVERY, John R. Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, v. 9, n. 2, p. 5-15, 2015.
SMITH, Kathy et al. Principles of Problem-Based Learning (PBL) in STEM education: Using expert wisdom and research to frame educational practice. Education Sciences, v. 12, n. 10, p. 728, 2022.
STOLLHANS, Sascha. Learning by teaching. Developing transferable skills. Research-publishing. net, 2016.
SUGENG, Bambang; SURYANI, Ani Wilujeng. Enhancing the learning performance of passive learners in a Financial Management class using Problem-Based Learning. Journal of University Teaching & Learning Practice, v. 17, n. 1, p. 5, 2020.
WALTON, Janet. Teachers as Expert Learners and Fellow Travelers: A Review of Professional Development Practices for Problem-Based Learning. Issues in Teacher Education, v. 22, n. 2, p. 67-92, 2014.
WONG, Florence M. F; KAN, Crystal W. Y. Online problem-based learning intervention on self-directed learning and problem-solving through group work: A waitlist controlled trial. International journal of environmental research and public health, v. 19, n. 2, p. 720, 2022.
ZOTOU, Maria; TAMBOURIS, Efthimios; TARABANIS, Konstantinos. Data-driven problem based learning: Enhancing problem based learning with learning analytics. Educational Technology Research and Development, v. 68, n. 6, p. 3393-3424, 2020.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Maria Letícia Aparecida Silva Moreira, Júlia Ribeiro Faria Gontijo, Geovana Martins Borges, Sarah Ferreira Abdulmassyh
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Termo de cess
1.png)
milenanunes@fiponline.edu.br 
+55 83 988784633 (Milena Sousa)