Analysis of Active Methodology in the Medicine Course at a Public University in Northern Brazil
Kamilla Araujo Martins Morais Benevides
Medicine Course, Federal University of Northern Tocantins, Araguaína, To, Brazil.
Sara Alves Nunes de Abreu
Medicine Course, Federal University of Northern Tocantins, Araguaína, To, Brazil.
Josué Tavares Reis
Medicine Course, Federal University of Northern Tocantins, Araguaína, To, Brazil.
Fernando Holanda Vasconcelos
Medicine Course, Federal University of Northern Tocantins, Araguaína, To, Brazil.
Ana Carolina Müller Conti
Animal Husbandry Course, Federal University of Northern Tocantins, Araguaína, To, Brazil.
Wagner dos Santos Mariano
Medicine Course, Federal University of Northern Tocantins, Araguaína, To, Brazil.
Ana Cristina Mendanha Sampaio
*
Medicine Course, Federal University of Northern Tocantins, Araguaína, To, Brazil.
*Author to whom correspondence should be addressed.
Abstract
This study examines how fine a good Problem-Based Learning (PBL) works in a medical education background and highlights how it can be used to improve student learning results. The globalization process has allowed greater access to knowledge and, as a result, learning methods have been changing over time. Currently, it is necessary to improve methodologies used in teaching, including in higher education institutions. The Problem-Based Learning (PBL) method aims to guide the student through a strategy to formulate self-knowledge, leading them to the adequate acquisition of skills that can be applied in their clinical reality, making their use practical. An exploratory, prospective, quantitative study was carried out through the application of questionnaires to students to evaluate the active methodology, between May and July 2023. The data were subjected to statistical analysis, and it was observed that most students consider the PBL method superior when compared to the traditional teaching method. The presence of anxiety in students during case opening and self-directed study may be related to limited prior knowledge about PBL. Even so, the participants in this research evaluated the implementation of the ABP positively, according to the questions asked. Furthermore, it was observed that students feel prepared to apply the content in their daily lives. By adopting ABP, doctors in training not only have the possibility of acquiring broad knowledge, but they can also develop essential skills such as communication, problem solving and self-learning, fundamental attributes for medical professionalism.
Keywords: Teaching methods, self-learning, medicine, problem-based learning