Summary:
How to motivate the medical student in preclinical studies and to provide a meaningful and productive learning experience? The strategy of problem-based learning may be an answer to this questions. An experience with this strategy was developed in a program of inter-disciplinary integration at the University of Brasilia. Presentation of clinical problems, use of study guides for self-learning, and small group discussion of knowledge basis and reasoning in problem-solving, were blended in the program. An analysis of processes and outcomes, including problem-solving examinations and evaluation questionnaires was done with 421 respondents. The results point out the usefulness of the strategy, mostly regarding the development of students' capacity to apply knowledge and the extension of process skills. Course appraisal suggests an increasing educational quality, after the change to problem-based learning, regarding measures of meaningfulness and value, leaner's personal adaptation, and perception of learning efficacy, in comparison with other preclinical programs at the University.
Key Words:
Educ. med. undergrad; problem based learning outcomes; evaluation