Bases teóricas para a implementação do aprendizado orientado por problemas na residência médica em anestesiologia

Getúlio Rodrigues de Oliveira Filho

doi:10.1590/S0034-70942003000200015

Special Article

Bases teóricas para a implementação do aprendizado orientado por problemas na residência médica em anestesiologia

Theoretical basis for the implementation of problem-oriented learning in anesthesiology residency programs

Getúlio Rodrigues de Oliveira Filho

http://dx.doi.org/10.1590/S0034-70942003000200015 Braz J Anesthesiol, vol.53, n2, p.286-299, 2003

PDF

Downloads: 0

Resumo

JUSTIFICATIVA E OBJETIVOS: O Aprendizado Orientado por Problemas (AOP) é um método de ensino cujo objetivo primário é a acumulação de conceitos médicos no contexto de problemas clínicos, que tem sido largamente empregado na graduação médica desde os anos sessenta. O AOP é baseado na teoria do processamento de informação, segundo a qual, a aquisição de novos conhecimentos é facilitada pela ativação de conhecimentos preexistentes sobre o assunto, pela similaridade entre os contextos de aprendizado e aplicação do conhecimento e pela elaboração da informação. Outras teorias têm sido utilizadas para justificar o uso do método AOP no ensino de estudantes de Medicina e em outras áreas. O método AOP utiliza os conceitos aplicados ao aprendizado de adultos, os quais se aplicam aos episódios de aprendizado de médicos. CONTEÚDO: Este artigo descreve o método AOP, suas bases teóricas e psicológicas, o papel de instrutores e estudantes no processo e sugestões quanto à sua implementação. CONCLUSÕES: Comparado ao ensino tradicional, o AOP tem como principais vantagens a maior satisfação dos estudantes e instrutores, a maior diversificação das fontes de consulta e busca de conhecimento e o maior tempo despendido no estudo individual. Uma vez que o método não apresenta desvantagens, comparado ao método tradicional, ele pode ser considerado uma alternativa válida para o ensino da Anestesiologia na Residência Médica.

Palavras-chave

ANESTESIOLOGIA, ANESTESIOLOGIA

Abstract

BACKGROUND AND OBJECTIVES: Problem-oriented learning (POL) is a teaching method the primary objective of which is the accumulation of medical concepts in the context of clinical problems, and which has been widely used in medical graduation since the 60s. POL is based on the information processing theory where acquisition of new knowledge is made easier by activating preexisting knowledge about the subject, by the similarity between learning contexts and knowledge application and by information improvement. Other theories have been evoked to justify POL method in Medical teaching and in other areas. The POL method uses adult teaching concepts applied to medical learning episodes. CONTENTS: This article describes the POL method, its theoretical and psychological basis, the role of professors and students in the process and suggestions for its implementation. CONCLUSIONS: As compared to traditional methods, POL has as major advantages a higher level of students and professors satisfaction, a wider source of queries and search for knowledge and more time spent with individual learning. Since the method has no disadvantages as compared to traditional methods, it could be considered a valid alternative for teaching Anesthesiology in Medical Residency Programs.

Keywords

ANESTHESIOLOGY, ANESTHESIOLOGY

Referencias

Schmidt HG. Problem-based learning: rationale and description. Med Educ. 1983;17:11-16.

Norman GR. Problem-solving skills, solving problems and problem-based learning. Med Educ. 1988;22:279-286.

Schmidt HG. Foundations of problem-based learning: some explanatory notes. Med Educ. 1993;27:422-432.

Barrows HS. A taxonomy of problem-based learning methods. Med Educ. 1986;20:481-486.

Bordage G. Elaborated knowledge: a key to successful diagnostic thinking. Acad Med. 1994;69:883-885.

Neame RLB, Powis DA. Toward independent learning: curricular design for assisting students to learn how to learn. J Med Educ. 1981;56:886-893.

Spencer JA, Jordena RK. Learner centered approaches in medical education. BMJ. 1999;318:1280-1283.

Schmidt HG. Assumptions underlying self-directed learning may be false. Med Educ. 2000;34:243-245.

Slotnick HB. How doctors learn: physicians self-directed learning episodes. Acad Med. 1999;74:1106-1117.

Slotnick HB. Physicians learning strategies. Chest. 2000;118:18S-23S.

Slotnick HB. How doctors learn: the role of clinical problems across the medical school-to-practice continuum. Acad Med. 1996;71:28-34.

Schmidt HG, Norman GR, Boshuizen HPA. A cognitive perspective on medical expertise: theory and implications. Acad Med. 1990;65:611-621.

Mandin H, Jones A, Woloschuk W. Helping students learn to think like experts when solving clinical problems. Acad Med. 1997;72:173-179.

Albanese M. Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills. Med Educ. 2000;34:729-738.

Norman GR, Schmidt HG. The psychological basis of problem-based learning: a review of the evidence. Acad Med. 1992;67:557-565.

Mandin H, Harasym P, Eagle C. Development of a "clinical presentation" curriculum at the University of Calgary. Acad Med. 1995;70:186-193.

Des Marchais JE. A Delphi technique to identify and evaluate criteria for construction of PBL problems. Med Educ. 1999;33:504-508.

Hay PJ, Katsikitis M. The expert in problem-based and case-based learning: necessary or not?. Med Educ. 2001;35:22-26.

Kaufman DM, Holmes DB. The relationship of tutors content expertise to interventions and perceptions in a PBL medical curriculum. Med Educ. 1998;32:255-261.

Olmesdahl PJ, Manning DM. Impact of training on PBL facilitators. Med Educ. 1999;33:753- 755.

Pinchón-Rivière E. O Processo Grupal. 2000:167-177.

Kaufman DM, Holmes DB. Tutoring in problem-based learning: perceptions of teachers and students. Med Educ. 1996;30:371-377.

Kaufman DM, Mann KV. Basic sciences in problem-based learning and conventional curricula: students attitudes. Med Educ. 1997;31:177-180.

Lloyd-Jones G, Ellershaw J, Wilkinson S. The use of multidisciplinary consensus groups in the planning phase of an integrated problem-based curriculum. Med Educ. 1998;32:278-282.

Finucane P, Nichols F, Gannon B. Recruiting problem-based learning (PBL) tutors for a PBL-based curriculum: the Flinders University experience. Med Educ. 2001;35:56-61.

Dolmans DHJM, Wolfhagen IHAP, Schmidt HG. A rating scale for tutor evaluation in a problem-based curriculum: validity and reliability. Med Educ. 1994;28:550-558.

Dolmans DHJM, Wolfhagen IHAP, van der Vleuten CPM. Long-term stability of tutor performance. Acad Med. 1996;71:1344-1347.

Ellis DG, Fisher BA. Small Group Decision Making. 1994:177-213.

Birgegård G, Lindquist U. Change in student attitudes to medical school after the introduction of problem-based learning in spite of low ratings. Med Educ. 1998;32:46-49.

Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study. Med Educ. 1999;33:106-113.

ONeill PA. The role of basic sciences in a problem-based learning clinical curriculum. Med Educ. 2000;34:608-613.

ONeill PA, Metcalfe D, David TJ. The core content of the undergraduate curriculum in Manchester. Med Educ. 1999;33:121-129.

ONeill PA, Morris J, Baxter CM. Evaluation of an integrated curriculum using problem-based learning in a clinical environment: the Manchester experience. Med Educ. 2000;34:222-230.

Dolmans DHJM, Wolfhagen IHAP, van der Vleuten CPM. olving problems with group work in problem-based learning: hold on to the philosophy. Med Educ. 2001;35:884-889.

Dolmans DHJM, Wolfhagen IHAP, van der Vleuten CPM. Motivational and cognitive processes influencing tutorial groups. Acad Med. 1998;73:S22-S24.

Caplow JA, Donaldson JF, Kardash C. Learning in a problem-based medical curriculum: students conceptions. Med Educ. 1997;31:440-447.

Bligh J, Lloyd-Jones G, Smith G. Early effects of a new problem-based clinically oriented curriculum on students perceptions of teaching. Med Educ. 2000;34:487-489.

Parikh A, McReelis K, Hodges B. Student feedback in problem based learning: a survey of 103 final year students across five Ontario medical schools. Med Educ. 2001;35:632-636.

Valle R, Petra l, Martínez-González A. Assessment of student performance in problem-based learning tutorial sessions. Med Educ. 1999;33:818-822.

Albanese M, Mitchell S. Problem-based learning a review of literature on its outcomes and implementation issues. Acad Med. 1993;68:52-81.

Vernon DTA, Blake RL. Does problem-based learning work?: A meta-analysis of evaluative research. Acad Med. 1993;68:550-563.

Berkson L. Problem-based learning have the expectations been met?. Acad Med. 1993:S79-S88.

Thomas RE. Problem-based learning measurable outcomes. Med Educ. 1997;31:320-329.

Colliver JA. Effectiveness of problem-based learning curricula: research and theory. Acad Med. 2000;75:259-266.

Elliot RL, Juthani NV, Rubin EH. Quality in residency training: toward a broader multidimensional definition. Acad Med. 1996;71:243-247.

Norman GR, Schmidt HG. Effectiveness of problem-based learning curricula: theory, practice and paper darts. Med Educ. 2000;34:721-728.

Bases teóricas para a implementação do aprendizado orientado por problemas na residência médica em anestesiologia

Theoretical basis for the implementation of problem-oriented learning in anesthesiology residency programs

Getúlio Rodrigues de Oliveira Filho

Resumo

Palavras-chave

Abstract

Keywords

Referencias

Links

compartir

Braz J Anesthesiol