Standard Journal of Educational Research and Essay Vol. 3(1), pp. 022-027, January 2015
Copyright © 2015 Standard Research Journals

Research article

The view of students and tutors on the application of problem-based learning (PBL) in the basic cycle of a Medical Course in Ceará, Brazil

¹Estelita Pereira Lima, ²André Câncio de Oliveira Amorim, ²Marcus Domingos O. de Souza Júnior, ²Luiz Caio Benevides Alves, ²Pedro Moacir Bezerra Filho, ³Sandra Bezerra Rodriguez, ¹Modesto Leite Rolim Neto

¹Faculdade de Medicina do ABC, Av. Príncipe de Gales, 821. CEP: 09060-650. Santo André - SP, Brasil

²Universidade Federal do Cariri/Faculdade de Medicina, Rua Divino Salvador, 284. CEP: 63180000. Barbalha – CE, Brasil

³Secretaria da Educação do Ceará, - Av. Gen. Afonso Albuquerque lima, s/n - Cambeba - Fortaleza – Ceará. CEP: 60822325, Brazil

*Corresponding  Author E-mail: estelitaplima@hotmail.com, andrecancio@hotmail.com, marcusdomingosoliveira@gmail.com, Icaiobenevides@gmail.com, pedrobezerra.mbf@gmail.com, modestorolim@yahoo.com.br, demc_mc@hotmail.com

Abstract

Background: Problem-based learning (PBL) is a didactic-pedagogical student-centered strategy adopted by several medical schools worldwide. It was described the view of students and tutors of a Course in Medicine on the implementation of PBL, its benefits, limitations and satisfaction. Methods: a cross sectional study was conducted with questionnaires to 89 students and 10 faculty members of the basic cycle. Results: most students and faculty members were satisfied with the strategy, and believed that it positively influenced the performance of students. For satisfied students the main benefits were: articulation of theoretical knowledge to practice, development of new skills and improving group attitude. For tutors, PBL provided mainly greater student participation, articulation between theory and practice, acquisition of good grades and success in group work. Failures were identified related to the implementation of PBL in the course, the unpreparedness and lack of involvement of both groups, which may result from the lack of continuous training, or inefficiency of the same, triggering several difficulties at all stages of the tutorial process. Conclusions: The PBL has generated the results to which it proposes, but it is necessary to correct the flaws so that its achievements are not compromised.

Keywords: medical education, Problem-Based Learning, medical training