Problem-based learning from the point of view of medical students at Marília Medicine School

Abstract

The medical course of Marília Medicine School (Famema) carries out curricular changes since 1997, and nowadays has developed an integrated and dialogic-competence-guided curriculum, according to Problem-based-learning (PBL) at Systematized Educational Unit (SEU). Objective: to analyze the teaching-learning process at SEU from the perspective of Famema medical students. Method: Qualitative study, with 12 students. Data collection was achieved with Famema’s Research Ethics Committee approval, as well as content analysis with thematic model of social research in a semistructured-interview technique. Results: Three themes have been identified: SEU reduced to tutorial process; tutor’s role interference in students’ understanding of teaching-learning; and students’ self-sufficiency in the same process. Conclusion: Students have been presented some weakness in the pedagogical proposal understanding; and teaching-learning is dynamic in competence-based curriculum.