Palavras-chave
Estudantes de Medicina
Educação médica
Como Citar
Copyright © | Todos os direitos reservados.
A revista detém os direitos autorais exclusivos de publicação deste artigo nos termos da lei 9610/98.
Reprodução parcial
É livre o uso de partes do texto, figuras e questionário do artigo, sendo obrigatória a citação dos autores e revista.
Reprodução total
É expressamente proibida, devendo ser autorizada pela revista.
Resumo
Objetivo: Realizar uma revisão sistemática para comparar a eficácia da aprendizagem baseada em problemas (PBL) e do ensino tradicional na formação de estudantes de medicina. Métodos: Revisão sistemática conforme o protocolo PRISMA 2020, com registro no PROSPERO. Foram pesquisadas as bases BVS, Cochrane Library, Embase, PubMed e Web of Science. A qualidade metodológica foi avaliada pelas escalas NOS, RoB 2.0 e ROBINS-I. Resultados: Dos 6.690 estudos identificados, 12 atenderam aos critérios de inclusão. Os achados demonstraram que estudantes submetidos ao PBL apresentaram melhor desempenho acadêmico, maior confiança, menor ocorrência de erros de prescrição, melhor retenção do conhecimento e desenvolvimento de habilidades de trabalho em equipe. Apesar desses benefícios, alguns participantes relataram elevada carga de trabalho e incerteza quanto ao aprendizado, sugerindo preferência por uma abordagem híbrida. Considerações finais: O PBL apresentou resultados predominantemente favoráveis em diversos desfechos educacionais; contudo, a heterogeneidade dos estudos, as divergências em alguns indicadores e a incerteza quanto à manutenção dos benefícios em longo prazo impedem afirmar sua superioridade universal sobre o ensino tradicional.
Referências
CRUZ PO, et al. Percepção da efetividade dos métodos de ensino utilizados em um curso de medicina do Nordeste do Brasil. Revista Brasileira de Educação Médica, 2019; 43(2): 40-47.
BORGES IR, et al. Metodologia ativa: um paralelo entre o método PBL e o tradicional para os cursos de medicina. Conjecturas, 2022; 22: 876-883.
GOMES J, et al. Problem-Based Learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013-2022). Medical Science Educator, 2024; 34(3): 551-560.
BRASIL. Ministério da Educação. Conselho Nacional de Educação. Câmara de Educação Superior. Resolução CNE/CES nº 3, de 23 de junho de 2014. Institui diretrizes curriculares nacionais do curso de graduação em medicina e dá outras providências. Brasília; 2014.
SANTOS ALC, et al. Dificuldades apontadas por professores do programa de mestrado profissional em ensino de biologia para o uso de metodologias ativas em escolas da rede pública na Paraíba. Brazilian Journal of Development, 2020; 6(4): 21959-21973.
JAVAID Q, USMANI A. Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches. Journal of Pakistan Medical Association, 2024; 74(2): 264-271.
PAGE MJ, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 2021; 372: 71.
SANTOS CMDC, et al. The PICO strategy for the research question construction and evidence search. Revista Latino-Americana de Enfermagem, 2007; 15(3): 508-511.
LUCHINI C, et al. Assessing the quality of studies in meta-research: review/guidelines on the most important quality assessment tools. Pharmaceutical Statistics, 2020; 20(1): 185-195.
AL ANSARI M, et al. Knowledge and confidence of final-year medical students regarding critical care core-concepts, a comparison between problem-based learning and a traditional curriculum. Journal of Medical Education and Curricular Development, 2021; 8: 238212052199966.
BIHARI A, et al. Effectiveness of problem-based learning approach for teaching-learning biostatistics among medical students. Journal of Education and Health Promotion, 2021; 10: 264.
BRINKMAN DJ, et al. Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme. European Journal of Clinical Pharmacology, 2020; 77(3): 421-429.
LOPES JM, et al. Autoeficácia de estudantes de medicina em duas escolas com metodologias de ensino diferentes (aprendizado baseado em problemas versus tradicional). Revista Brasileira de Educação Médica, 2020; 44(2): e047.
MARINZECK LC, et al. Avaliação do conhecimento de alunos do internato médico sobre pancreatite aguda utilizando a aprendizagem baseada em problemas. Revista Brasileira de Educação Médica, 2019; 43(1): 157-162.
OKOYE HC, et al. Perception of problem based learning versus conventional teaching methods by clinical medical students in Nigeria. Pan African Medical Journal, 2019; 33: 311.
SHILPA AV, et al. Effectiveness of problem-based learning compared to conventional lectures as a teaching-learning method for medical students. National Journal of Physiology, Pharmacy and Pharmacology, 2024; 14(4): 1.
BERGER C, et al. Combination of problem-based learning with high-fidelity simulation in CPR training improves short and long-term CPR skills: a randomised single blinded trial. BMC Medical Education, 2019; 19(1): 180.
DAVARI FV, et al. Problem-based learning as an effective method for teaching theoretical surgery courses to medical students. Journal of Education and Health Promotion, 2021; 10: 477.
LI X, et al. Development, application, and evaluation of a problem-based learning method in clinical laboratory education. Clinica Chimica Acta, 2020; 510: 681-684.
ZHAO W, et al. A randomized controlled trial comparison of PTEBL and traditional teaching methods in “Stop the Bleed” training. BMC Medical Education, 2024; 24(1): 462.
ZHOU F, et al. The impact of an integrated PBL curriculum on clinical thinking in undergraduate medical students prior to clinical practice. BMC Medical Education, 2023; 23(1): 460.
DINIZ CL, et al. O método de aprendizagem baseada em problemas – PBL (Problem Based Learning): uma inovação no ensino superior presente no curso de medicina. Anápolis: Faculdade Católica de Anápolis; 2016; p21.
TOLEDO JÚNIOR ACC, et al. Aprendizagem baseada em problemas: uma nova referência para a construção do currículo médico. Revista Médica de Minas Gerais, 2008; 18(2): 123-131.
ALSHAMRANI KM, et al. Assessment of radiological sciences students’ and interns’ long-term retention of theoretical and practical knowledge: a longitudinal panel study. Advances in Medical Education and Practice, 2021; 12: 1549-1559.
TRULLÀS JC, et al. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Medical Education, 2022; 22(1): 1-12.
LIM WK. Problem based learning in medical education: handling objections and sustainable implementation. Advances in Medical Education and Practice, 2023; 14: 1453-1460.
KRUGER J, DUNNING D. Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 1999; 77(6): 1121-1134.
HODGES B, et al. Difficulties in recognizing one’s own incompetence: novice physicians who are unskilled and unaware of it. Academic Medicine, 2001; 76(Supplement): S87-S89.
MALIK AS, MALIK RH. What really is hybrid problem-based learning curriculum? A review. QIJMHS, 2018; 1(1): 8-18.
KUBRUSLY M, et al. Self-efficacy of medical students in a hybrid curriculum course (traditional and problem-based learning) and associated factors. BMC Medical Education, 2024; 24(1): 1-9.
FRASER BJ. The evolution of the field of learning environments research. Education Sciences, 2023; 13(3): 257.
AZER SA, et al. Introducing integrated laboratory classes in a PBL curriculum: impact on student’s learning and satisfaction. BMC Medical Education, 2013; 13(1): 71.
SAKAI Y, et al. Clinical usefulness of library and information services in Japan: the detailed use and value of information in clinical settings. PLoS ONE, 2018; 13(6): e0199944.
GUEDES-GRANZOTTI RB, et al. Uso da biblioteca e internet no estudo autodirigido de universitários em diferentes metodologias de ensino. SciELO Preprints, 2022; 2022: 2031.
PRASAD S, O’MALLEY C. An introductory framework of problem-based learning (PBL) and perspectives on enhancing facilitation approaches. HAPS Educator, 2022; 26(3): 52-58.
GHANI ASA, et al. Effective learning behavior in problem-based learning: a scoping review. Medical Science Educator, 2021; 31(3): 1199-1211.
GROVES M, et al. The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme. Medical Teacher, 2003; 25(6): 626-631.
ALDAYEL AA, et al. Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University. Advances in Medical Education and Practice, 2019; 10: 95-104.