Adaptation of the fourth step of the Problem-based Learning method: perception of medical students
DOI:
https://doi.org/10.22421/1517-7130/es.2025v26.e1041Keywords:
Problem-Based Learning, Medical Education, Qualitative ResearchAbstract
Teaching integral care is essential for medical training; therefore, methodologies that can achieve the desired outcome are sought, such as Problem-Based Learning (PBL), which has seven steps in its application. The objective was to understand the perception of medical students about the adaptation proposed in the fourth step of PBL. This is a descriptive research with a qualitative approach, with the participation of 18 medical students, on which Bardin's (1977) content analysis technique was used. The results culminated in three categories: relationship between the elaboration of questions and the perception of learning guidance; impact of preparing questions on the desire to learn; perception of ineffectiveness of the technique at certain moments of the tutorial. It was concluded that the proposed change was accepted by most students, being considered a good alternative to the PBL method during the Tutorial Session.
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Copyright (c) 2025 Leonardo Lopes Caetano dos Santos , Oona Salomão Erdmann, Luanna Maria Gusso Caneppele, Mariana Xavier e Silva, Leide da Conceição Sanches, Izabel Cristina Meister Martins Coelho
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