Summary:
Medical education remains a challenge for teacher, researchers and health policy makers. In this ever-changing world, society demands competent and committed physicians that are able lo solve problems in different situations.
Traditional medical education emphasizes recall of facts, making students passive recipients of information given by faculty. Problem-based learning first adopted 20 years ago at McMaster University, aims to prepare students to be active, life-long independent learners, able to apply knowledge to practical situations. The learning process is heald in small groups and the teacher is regarded as a facilitator. The group is presented to a case and participants must identify learning issues to be investigated. The method rather than the knowledge is apreciated.
Several schools around the world have adopted problem-based concepts and many studies have been held, aiming to evaluate the outcomes. The results show that PBL is a valid educational strategy but resistance to change and other constraints must be addressed.