Metodologia da aprendizagem baseada em problemas: percepção da comunidade acadêmica

Abstract

In the last decades, Brazil rethought and redistricted the medical education in the country. The new National Curricular Guidelines (DCN) proposed changes in the current model, in order to integrate education with what is essential for health services. These guidelines a reorientation in training, which should stimulate the active participation of the student in the construction of knowledge and constitute professionals with a general profile, through an innovative pedagogical proposal, problem-based learning, where the acquisition of knowledge is centered student. In this perspective the objective of this study is to analyze the perception of the academic community about the method of Problem-Based Learning used in the curricular proposal of the Multicampi course of Caicó. The research is a case study, with an exploratory and descriptive character with a qualitative approach. Date collection was performed through two research instruments: interview and focus group. An interview was conducted with 20 teachers, 15 preceptors and 27 students from the Multicampi Medical School, which will be analyzed through the Bardin Content Analysis. The results show four main categories, being: The production of knowledge in the context of the PBL methodology; The potential of the PBL methodology; The weaknesses and challenges of the PBL methodology; Teacher training in the PBL. Strengths of the PBL methodology were identified in the training of students and important gaps in teacher training to be solved by the school. The Multicampi School presents itself as an active learning scenario that provides the acquisition of fundamental skills for a reorientation of medical education focused on the generalist profile, however it is necessary to strengthen the teaching qualification in order to consolidate quality training and committed to concrete needs of the Unified Health System.