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Revista Brasileira de Educação Médica

Print version ISSN 0100-5502On-line version ISSN 1981-5271

Abstract

SILVA, Sonia Leite da et al. Large Group Problem-Based Teaching Strategy: Case Study. Rev. bras. educ. med. [online]. 2015, vol.39, n.4, pp.607-613. ISSN 1981-5271.  https://doi.org/10.1590/1981-52712015v39n4e02312013.

In recent years, the training of health professionals has become an area of increasing scrutiny and focus, particularly regarding what can be done to solve public health problems. One aspect that can respond to such demands is training that incorporates active methodologies in health students’ learning processes. By this understanding, taking problem-based learning methodologies as a reference, which follow certain steps to solve problems, and in light of the challenges in working with large groups, we developed an educational strategy called Cycle of Problem Discussion (CDP). This article aims to describe CPD as a pedagogical strategy used in large groups in undergraduate health courses. This strategy is anchored in principles of active methodology because it applies problems with common themes to healthcare courses in order to develop students’ self-directed learning, problem-solving abilities, critical thinking and collaborative study, in addition to an integrated view of basic sciences. The strategy involves two moments for each problem in the classroom: analysis and resolution, encompassing twelve steps.

Keywords : Teaching; Higher Education; Learning; Medical Education; Problem-Based Learning.

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