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Authors
Abstract(s)
O ensino de Medicina vive mudanças paradigmáticas desde o século XX, evoluindo de
um modelo de aprendizagem baseado em palestras para metodologias que estimulam a
aquisição de competências práticas e o raciocínio clínico, evidenciado pelo Relatório
Flexner. A adoção do Ensino Baseado em Competências refletiu as exigências de uma
formação médica mais alinhada às demandas sociais contemporâneas, culminando com
o Processo de Bolonha e a integração da Educação Médica baseada em Competências e
Outcomes na Europa, dando azo ao desenvolvimento de metodologias ativas de
aprendizagem, como GBL, SBL e PBL. No que concerne ao GBL, observa-se que este
inclui estratégias como a gamificação, que emprega elementos de jogos em contextos
educacionais, e jogos sérios, que são jogos com objetivos de aprendizagem formalmente
inseridos. Estes tendem a aumentar o envolvimento e a motivação estudantil, além de
promover a retenção de conhecimentos. Já o SBL oferece uma experiência de
aprendizagem imersiva e segura, propiciando a prática de competências procedimentais
clínicas sem riscos para os pacientes. O PBL é conhecido por desenvolver capacidades de
resolução de problemas e pensamento crítico através da abordagem de casos clínicos em
pequenos grupos. A presente dissertação ressalta a relevância e os desafios da integração
destas abordagens inovadoras no currículo médico, enfatizando o equilíbrio entre
conhecimento e competências práticas, e a necessidade de adaptação a um cenário de
Saúde em constante evolução. Ao analisar GBL, SBL e PBL, contribui-se para o
entendimento de como essas metodologias podem ser otimizadas para beneficiar a
Educação Médica pré-graduada, reconhecendo a diversidade de estilos de aprendizagem
dos alunos e a importância de uma abordagem personalizada e individualizada de acordo
com os contextos em que as Escolas Médicas se inserem.
Medical education has undergone paradigm shifts since the 20th century, evolving from a lecture-based Learning model to methodologies that stimulate the acquisition of practical skills and clinical reasoning, as evidenced by the Flexner Report. The adoption of Competency-Based Education reflected the demands for medical training more aligned with contemporary social needs, culminating in the Bologna Process and the integration of Competency and Outcomes-Based Medical Education in Europe, leading to the development of active Learning methodologies such as GBL, SBL, and PBL. Regarding GBL, it is observed that this includes strategies such as gamification, which employs game elements in educational contexts, and serious games, which are games with formally embedded Learning objectives. These tend to increase student engagement and motivation, as well as promote knowledge retention. SBL, on the other hand, offers an immersive and safe Learning experience, allowing the practice of clinical procedural skills without risks to patients. PBL is known for developing problem-solving abilities and critical thinking through the approach of clinical cases in small groups. The present dissertation emphasizes the relevance and challenges of integrating these innovative approaches into the medical curriculum, highlighting the balance between knowledge and practical skills, and the need for adaptation to an ever-evolving health scenario. By analyzing GBL, SBL, and PBL, it contributes to the understanding of how these methodologies can be optimized to benefit pre-graduate Medical Education, recognizing the diversity of Learning styles of students and the importance of a personalized and individualized approach according to the different contexts in which Medical Schools find themselves.
Medical education has undergone paradigm shifts since the 20th century, evolving from a lecture-based Learning model to methodologies that stimulate the acquisition of practical skills and clinical reasoning, as evidenced by the Flexner Report. The adoption of Competency-Based Education reflected the demands for medical training more aligned with contemporary social needs, culminating in the Bologna Process and the integration of Competency and Outcomes-Based Medical Education in Europe, leading to the development of active Learning methodologies such as GBL, SBL, and PBL. Regarding GBL, it is observed that this includes strategies such as gamification, which employs game elements in educational contexts, and serious games, which are games with formally embedded Learning objectives. These tend to increase student engagement and motivation, as well as promote knowledge retention. SBL, on the other hand, offers an immersive and safe Learning experience, allowing the practice of clinical procedural skills without risks to patients. PBL is known for developing problem-solving abilities and critical thinking through the approach of clinical cases in small groups. The present dissertation emphasizes the relevance and challenges of integrating these innovative approaches into the medical curriculum, highlighting the balance between knowledge and practical skills, and the need for adaptation to an ever-evolving health scenario. By analyzing GBL, SBL, and PBL, it contributes to the understanding of how these methodologies can be optimized to benefit pre-graduate Medical Education, recognizing the diversity of Learning styles of students and the importance of a personalized and individualized approach according to the different contexts in which Medical Schools find themselves.
Description
Keywords
Aprendizagem Baseada em Jogos Aprendizagem Baseada em Problemas Aprendizagem Baseada em Simulação Educação Médica Pré-Graduada Metodologias Ativas de Aprendizagem