Problem-based learning

uma abordagem no ensino superior na área da saúde

Authors

DOI:

https://doi.org/10.47149/pemo.v2i1.3676

Keywords:

Problem-based Learning, Learning Methods, Health and Education

Abstract

Teaching based on the constructivist methodology that the student seeks knowledge and the teacher self-directs with the help of a problem is known as problem-based learning (PBL). It was disseminated in the 60s and is currently widely used in health courses, mainly in Medicine. Traditional teaching is based on expository classes and centered on the teacher, privileging the reproduction of the content. PBL is characterized by student-centered teaching, which takes responsibility for its learning process, being independent, stimulated and rewarded based on the problem to be worked on in tutoring groups. The PBL promotes an individual and collective study of the issues raised in the learning objectives seeking scientific basis, makes it possible to validate / invalidate hypotheses, fill knowledge gaps and train professionals with a global view. So that, it should be more widely used as teaching methodology in graduation courses in health.

Downloads

Download data is not yet available.

Author Biographies

Mariana Fiuza Gonçalves, Superior School of Health Sciences

Medical student at the School of Health Sciences of the Federal District (ESCS-DF). Current Scientific Director of the Brazilian Association of Academic Leagues of Surgery chapter DF. PIC scholarship 2019-2020 and 2020-2021.

Alberto Magno Gonçalves, Federal University of Goiás

Graduated in Dentistry from UFG-GO, Specialist in Dentistry from CRO-GO, Master in Dentistry from the Faculty of Dentistry of Bauru (USP) and PhD in Restorative Dentistry from Universidade Estadual Paulista Júlio de Mesquita Filho. He is currently Full Professor at UFG-GO.

Ilda Machado Fiuza Gonçalves, Federal University of Goiás

Graduated in Dentistry from the Federal University of Ceará; Master's Degree in Pediatric Dentistry, Júlio de Mesquita Filho State University - UNESP; PhD in Pediatric Dentistry, University of São Paulo; Full Professor at the Faculty of Dentistry - Federal University of Goiás.

References

BERBEL, N.N. “Problematization” and problem-based-learning: different words or different ways? Interface – Comunicação, Saúde, Educação, v. 2, n. 2, p. 139-154, 2008. Disponível em: https://www.scielo.br/pdf/icse/v2n2/08.pdf. Acesso em: 05 mai. 2019.

BRANDENBURG, C.; PEREIRA, A.; FIALHO, L. Práticas reflexivas do professor reflexivo: experiências metodológicas entre duas docentes do ensino superior. Práticas Educativas, Memórias e Oralidades - Rev. Pemo, v. 1, n. 2, 2019. Disponível em: https://revistas.uece.br/index.php/revpemo/article/view/3527. Acesso em: 05 abr. 2020.

ESCRIVÃO FILHO, E; RIBEIRO, L. R. Aprendendo com PBL aprendizagem baseada em problemas: relato de uma experiência em cursos de engenharia da EESC-USP. Revista Minerva, v. 6, n. 1, p. 23-30, 2009.

GOMES, R.et al. Aprendizagem Baseada em Problemas na formação médica e o currículo tradicional de Medicina: uma revisão bibliográfica. Revista brasileira de educação médica, Rio de Janeiro, v.33, n.3, p. 444-451, jul./set, 2009. Disponível em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022009000300014. Acesso em: 08 mai. 2019.

KOMATSU, R. S; ZANOLLI, M. B; LIMA, V. V; PEREIRA, S.M.S.F; FIORINI, V.M.L; BRANDA, L.A.; PADILHA, R. Q. Guia do Processo de Ensino - Aprendizagem “Aprender a Aprender”. 4ª ed. Faculdade de Medicina de Marília. Marília - SP - BRASIL. 2003.

MOUST, J.H.C; VAN BERKEL, H.J.M; SCHMIDT, H.G. Signs of erosion: Reflections on three decades of problem-based learning at Maastricht University. Higher Education, v. 50, n. 3, p. 665-683, 2005. Disponível em: https://link.springer.com/article/10.1007/s10734-004-6371-z#citeas. Acesso em: 20 mai. 2019.

NERYS, F.; KOEPP, J.; COSTA, B.; BARON, M. Dificuldades na consulta clínica e nutricional de surdos no Brasil: revisão de literatura. Práticas Educativas, Memórias e Oralidades - Rev. Pemo, v. 1, n. 1, 2019. Disponível em: https://revistas.uece.br/index.php/revpemo/article/view/3605. Acesso em: 20 abr. 2020.

SAKAI, M. H; LIMA, G.Z. PBL: uma visão geral do método. Revista Olho Mágico, Londrina, v. 2, n. 5/6, p.45-9, 1996.

SCHMIDT, H; CAPRARA, A; BATISTA TOMAZ, J; SÁ, H. Aprendizagem Baseada em Problemas: Anatomia de uma Nova Abordagem Educacional. Fortaleza: Hucitec, 2001. Disponível em: https://www.scielo.br/pdf/ensaio/v22n83/a02v22n83.pdf. Acesso em: 19 abr. 2020.

TIBÉRIO, I.F.L; ATTA, J.A; LICHTENSTEIN, A. O aprendizado baseado em problemas - PBL. Revista Médica, São Paulo, v. 82, n.1-4, p.78-80, jan/dez 2003. Disponível em: http://www.revistas.usp.br/revistadc/article/view/62624/65422. Acesso em: 08 abr. 2020.

Downloads

Published

2020-04-30

How to Cite

GONÇALVES, M. F.; GONÇALVES, A. M.; GONÇALVES, I. M. F. Problem-based learning: uma abordagem no ensino superior na área da saúde. Educational Practices, Memories and Oralities, [S. l.], v. 2, n. 1, p. 1–12, 2020. DOI: 10.47149/pemo.v2i1.3676. Disponível em: https://revistas.uece.br/index.php/revpemo/article/view/3676. Acesso em: 21 nov. 2024.

Issue

Vol. 2 No. 1 (2020): Práticas Educativas, Memórias e Oralidades

Section

Articles

License

Copyright (c) 2020 Mariana Fiuza Gonçalves, Alberto Magno Gonçalves (Autor)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The authors own the copyrights of their texts:
 
The journal "Práticas Educativas, Memórias e Oralidades allows the author/s the rights of publication, however, it recommends an interval of five years in case of republication or reference to the first place of publication, in this case, the link of Rev. Pemo.
 
The names and addresses informed in this journal will be used exclusively for the services provided by this publication, and will not be made available for other purposes or to third parties.