Blog
About

10
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Aprendizagem Baseada em Problemas na Graduação Médica – Uma Revisão da Literatura Atual Translated title: Problem-Based Learning Undergraduate Courses in Medicine – A Review of the Current Literature

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          RESUMO A aprendizagem baseada em problemas (ABP) é uma técnica em que a transmissão do conhecimento se dá a partir de casos elaborados com base em casos reais, tendo como principal objetivo a busca da aprendizagem pelo próprio estudante. Este trabalho tem por finalidade revisar os artigos originais publicados nos últimos dois anos sobre o tema, na graduação médica. A maioria dos trabalhos revisados demonstrou bons resultados quando utilizada a ABP, principalmente no que diz respeito a pensamento crítico e habilidades técnicas. O uso concomitante de mais de uma técnica, porém, traz maiores benefícios na formação médica.

          Translated abstract

          ABSTRACT Problem-based learning (PBL) is a technique whereby knowledge is transmitted through cases based on real life situations, aimed at self-motivated learning by the student. This study aims to review original articles published in the last two years on the subject in relation to medical education. It was observed that most of the studies reviewed showed good results when PBL was used, especially with regard to critical thinking and technical skills. The concomitant use of more than one method, however, brings benefits to medical training.

          Related collections

          Most cited references 53

          • Record: found
          • Abstract: found
          • Article: not found

          Foundations of problem-based learning: some explanatory notes.

          The present article elaborates on cognitive effects of problem-based learning put forward by Schmidt, De Volder, De Grave, Moust & Patel (1989) and Norman & Schmidt (1992). Its purpose is to discuss, in some detail, the theoretical premises of this approach to learning and instruction. It is argued that problem-based learning, above all, promotes the activation of prior knowledge and its elaboration. Evidence is reviewed demonstrating that these processes actually occur in small-group tutorials and that the processing of new information is indeed facilitated by discussion of a relevant problem. These effects must be attributed to a reorganization taking place in the knowledge structures of students as a result of problem-oriented study. In addition, a cognitive process called epistemic curiosity (or intrinsic interest) is enabled. Some directions for further research are outlined. The contribution starts, however, with a discussion of the philosophical and pedagogical roots of problem-based learning.
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry.

            A change from traditional to problem-based learning (PBL) methods in a psychiatry attachment was evaluated by comparing the learning styles, attitudes to psychiatry and examination performance of 2 cohorts of students. It was hypothesised that the PBL curriculum would result in increased deep learning, decreased surface learning, more favourable attitudes to psychiatry and improved examination performance. It was predicted that students' examination success would be related to the use of deep and strategic learning and favourable attitudes. Consecutive cohorts of Year 2 clinical students taught using a traditional psychiatry curriculum (n = 188) and a PBL curriculum (n = 191) were compared. Students completed the Study Process Questionnaire to assess their learning styles and the Attitudes to Psychiatry Scale at the beginning and end of the attachment. Students completed 2 end-of-attachment examinations, a multiple-choice paper and a viva. The PBL curriculum resulted in significantly better examination performance than did the traditional teaching curriculum, both for multiple-choice questions and the viva. No differences in learning styles or attitudes to psychiatry were found between the curricula. Students were significantly more successful in the examinations if they had received the PBL curriculum, were female, and used strategic learning. Examination performance indicated that the PBL curriculum was more successful than the previous course, but that this improvement was not due to students using more effective learning styles or having more favourable attitudes towards psychiatry. It is possible that students learned more effectively during the teaching sessions in the PBL curriculum, but did not change their preferred learning styles.
              Bookmark
              • Record: found
              • Abstract: found
              • Article: found
              Is Open Access

              Comparison of knowledge scores of medical students in problem-based learning and traditional curriculum on public health topics

              Background The purpose of the study was to compare the knowledge scores of medical students in Problem-based Learning and traditional curriculum on public health topics. Methods We planned a cross-sectional study including the fifth and sixth year medical students of Dokuz Eylul University in Turkey. The fifth year students (PBL group, n = 56) were the pioneers educated with PBL curriculum since the 1997–1998 academic year. The sixth year students (traditional education group, n = 78) were the last students educated with traditional education methods. We prepared 25 multiple-choice questions in order to assess knowledge scores of students on selected subjects of Public Health. Our data were collected in year 2002. Results Mean test scores achieved in PBL and traditional groups were 65.0 and 60.5 respectively. PBL students were significantly more successful in the knowledge test (p = 0.01). The knowledge scores of two topics were statistically higher among PBL students. These topics were health management and chronic diseases. Conclusion We found that mean total evaluation score in the PBL group was 4.5 points higher than in the traditional group in our study. Focusing only on the knowledge scores of students is the main limitation of our study. Upon the graduation of the first PBL students in the 2002–2003 academic year, we are planning additional studies regarding the other functions of a physician such as skill, behaviour and attitude.
                Bookmark

                Author and article information

                Affiliations
                [1 ] Universidade Federal do Rio de Janeiro Brazil
                Contributors
                Role: ND
                Role: ND
                Journal
                rbem
                Revista Brasileira de Educação Médica
                Rev. bras. educ. med.
                Associação Brasileira de Educação Médica
                1981-5271
                December 2015
                : 39
                : 4
                : 614-619
                S0100-55022015000400614
                10.1590/1981-52712015v39n4e01282014

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

                Product
                Product Information: SciELO Brazil
                Categories
                HEALTH CARE SCIENCES & SERVICES

                Comments

                Comment on this article