Desenvolvimento docente nos Cursos de Medicina fundamentados na Aprendizagem Baseada em Problemas: uma revisão sistemática da literatura.
Data
2011-10-01
Autores
Marques, Cinthia Fernanda Rêgo [UNIFESP]
Orientadores
Batista, Sylvia Helena Souza da Silva [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução: As propostas de formação docente tern encontrado, na pratica docente, um movimento de ar;ao-reflexao-ar;ao coma ponto de partida para serem empreendidas mudanças no cotidiano do ensinar e aprender que emergem coma instigantes caminhos a serem trilhados nas práticas de formação na e para a Educação Superior e particularmente para Educarão Medica. Essa pesquisa assumiu coma objetivo empreender uma revisão sistemática da literatura - RSL no âmbito da formação docente em currículo médicos orientados pela aprendizagem baseada em problemas - ABP/PBL. 0 caminho metodol6gico abrangeu busca, identificar;ao , seler;ao e analise de estudos nas bases de dados: SCIELO, LILACS, COCHRANE, MEDLINE, IBESC, PUBMED e ERIC com os descritores: faculty OR faculty medical or staff development and education, medical or education, medical undergraduate or medical, schools and problem-based teaming, no período de agosto a dezembro de novembro 2009. A selarão dos estudos deu-se com os critérios de inclusão: (1) estudos que apresentavam uma combinac;ao de dais ou mais descritores definidos na pesquisa; (2) estudos que no abstract e nos descritores tivessem: faculty; medical, schools; problem-based learning; (3) estudos que tinham como objeto central "desenvolvimento docente em cursos médicos a fundamentados na metodologia de ensino PBL". Foram identificados 101 achados LILACS, 16 IBESC, 124 MEDLINE, 27 ERIC, 49 SCIELO, 143 PUBMED. Na base de dados da COCHRABE não obtivemos achados. Temos, assim um total de 442 achados. lniciamos a seleção dos estudos com a aplicar; ao dos critérios de indusao, configurando, ao final, um campo empfrico de 18 estudos para analise. Estes foram publicados no período de 1980 a 2008, tendo coma origem os países Africa, India, Canada, Australia, Sufc;a, Reino Unido, USA, Brasil, Bangladesh. Os achados nos apontam para uma produção ainda não significativa no que se refere ao desenvolvimento de professores nos currículos PBL. A base de dados LILACS não apresentou estudos abordando a temática PBL, PUBMED também apresentou um número de artigos reduzidos com baixa produção em currículos PBL; todavia, traz várias publicações em desenvolvimento docente. ERIC e SCIELO apresentam igualmente um número reduzido de artigos na temática em foco. A base de dados MEDLINE aparece com o maior número de publicações na temática: desenvolvimento docente nos currículos PBL. Os diferentes estudos analisados apresentam uma ênfase em três eixos temáticos : (1) características das estratégias de ensino-aprendizagem dos programas de desenvolvimento docente nos currículos PBL/ABP; (2) os desafios revelados nos programas de desenvolvimento docente; (3) as perspectivas que surgem nestes programas. A análise da produção científica revelou se um campo importante para elucidar questões emergentes sabre o tema, bem coma surgimento de novas questões de pesquisa.
Introduction: Attempts to insert meaningful changes in the medical education process it is a global movement. Resumes were planned and oriented to attend a new social demand that persuaded changes in the scenarios of practice and attempts to work in a multitask way were necessary. The proposals for medical schools have found in practice a movement of action reaction-action as a starting point to implement changes in the daily routine of teaching and learning that arises as a interesting path to be followed in the medical school process and in the and for the University studies. Objectives: Launch a systematic revision in the literature RSL in the scope of faculty development resumes oriented by the problems based learning APL/PBL. Methodology: search, identification, studies selection and analysis of the following databases: SCIELO, LILACS, COCHRANE , MEDLINE, IBESC, PUBMED and ERIC with the descriptions: faculty OR faculty medical or staff development and education, medical or education, medical undergraduate or medical, schools and problem-based learning. In the period of august to december november 2009. The selection of studies were based on the following inclusion criteria: 1 studies that showed a combination of two or more defined descriptions in the research. 2 studies that contained in the abstract and in the description: faculty; medical, schools; problem-based learning. 3 studies which main subject was "development of medical schools in medical courses based on the PBL methodology". Results: In the research process end we had found the following results: 101findings LILACS, 16 IBESC, 124 MEDLINE, 27 ERIC, 49 SCIELO, 143 PUBMED,in the COCHRABE database we did not have any findings. This way we have 442 findings. We started the studies selection with the inclusion criteria application compiling in the end an empirical field of 18 studies for analysis. Those were published in the period of 1980 to 2008, in the following countries Africa, India, Canada, Australia, Switzerland, UK, USA, Brazil, and Bangladesh. Conclusions: The findings point to a non meaningful production with regards to faculty development in the PBL resumes. The LILACS database did not present studies in the PBL field, PUBMED also showed a reduced number of articles with a low PBL resumes production, however it brings several publications in the faculty development. ERIC and SCIELO showed equally a reduced number of articles on the focused subject. The MEDLINE database appears with the highest number of publication about the subject: faculty development in the PBL resumes. The different studies that were analyzed show an emphasis on three thematic points: 1 characteristics regarding the teaching-learning strategies in the programs of faculty development in the PBL/ABP resumes; 2 the challenges revealed in the faculty development programs; 3 the perspectives that arise from these programs. The analysis of the scientific production showed its importance to solve emerging question about the thematic , as well as the arising of new research questions.
Introduction: Attempts to insert meaningful changes in the medical education process it is a global movement. Resumes were planned and oriented to attend a new social demand that persuaded changes in the scenarios of practice and attempts to work in a multitask way were necessary. The proposals for medical schools have found in practice a movement of action reaction-action as a starting point to implement changes in the daily routine of teaching and learning that arises as a interesting path to be followed in the medical school process and in the and for the University studies. Objectives: Launch a systematic revision in the literature RSL in the scope of faculty development resumes oriented by the problems based learning APL/PBL. Methodology: search, identification, studies selection and analysis of the following databases: SCIELO, LILACS, COCHRANE , MEDLINE, IBESC, PUBMED and ERIC with the descriptions: faculty OR faculty medical or staff development and education, medical or education, medical undergraduate or medical, schools and problem-based learning. In the period of august to december november 2009. The selection of studies were based on the following inclusion criteria: 1 studies that showed a combination of two or more defined descriptions in the research. 2 studies that contained in the abstract and in the description: faculty; medical, schools; problem-based learning. 3 studies which main subject was "development of medical schools in medical courses based on the PBL methodology". Results: In the research process end we had found the following results: 101findings LILACS, 16 IBESC, 124 MEDLINE, 27 ERIC, 49 SCIELO, 143 PUBMED,in the COCHRABE database we did not have any findings. This way we have 442 findings. We started the studies selection with the inclusion criteria application compiling in the end an empirical field of 18 studies for analysis. Those were published in the period of 1980 to 2008, in the following countries Africa, India, Canada, Australia, Switzerland, UK, USA, Brazil, and Bangladesh. Conclusions: The findings point to a non meaningful production with regards to faculty development in the PBL resumes. The LILACS database did not present studies in the PBL field, PUBMED also showed a reduced number of articles with a low PBL resumes production, however it brings several publications in the faculty development. ERIC and SCIELO showed equally a reduced number of articles on the focused subject. The MEDLINE database appears with the highest number of publication about the subject: faculty development in the PBL resumes. The different studies that were analyzed show an emphasis on three thematic points: 1 characteristics regarding the teaching-learning strategies in the programs of faculty development in the PBL/ABP resumes; 2 the challenges revealed in the faculty development programs; 3 the perspectives that arise from these programs. The analysis of the scientific production showed its importance to solve emerging question about the thematic , as well as the arising of new research questions.