Contributions of Inquiry-based Teaching-learning Sequences for Medicine Students in PBL Immersion

Abstract

Problem-Based Learning (PBL) has been adopted in several Higher Educational Institutions, aiming to promote autonomy, research and interdisciplinarity. In this research we seek to verify the potential for the insertion of an Inquiry-based Teaching-learning Sequence (ITS) in the PBL curricula, for students in the initial phase of medical training. After applying an ITS previously validated and published, we performed data collection, whose content analysis with categories established posteriori, resulted in three consensual categories for teachers and students. The results pointed out the need for didactic-pedagogical adaptation, where the insertion of ITS was promising. We conclude that methodological strategies such as ITS, can be an alternative to prepare teachers and students for the changes, making them build subsidies to solve real problems in the future, in a more critical and humanized proposal

Keywords

• aprendizagem baseada em problemas
• adaptação pbl
• sequência de ensino investigativa
• sei