Feedback in Problem-Based Learning (PBL) as a teaching-learning program: Effectiveness of the evaluation tool
Introduction: The importance of training more and more professionals stimulates the development of new teaching methods, where Problem Based Learning (PBL) is inserted. Objective: To analyze the effectiveness of the feedback of the ABP teaching methodology in the evaluation process of medical studen...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Faculdade de Medicina de Olinda (FMO) |
| Repositorio: | Anais da Faculdade de Medicina de Olinda (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.afmo.emnuvens.com.br:article/11 |
| Acceso en línea: | https://afmo.emnuvens.com.br/afmo/article/view/11 |
| Access Level: | acceso abierto |
| Palabra clave: | Avaliação Feedback formativo ABP Evaluation Formative feedback PBL |
| Sumario: | Introduction: The importance of training more and more professionals stimulates the development of new teaching methods, where Problem Based Learning (PBL) is inserted. Objective: To analyze the effectiveness of the feedback of the ABP teaching methodology in the evaluation process of medical students. Methods: A descriptive study was carried out, consisting of a sample of 60 volunteers, medical students, divided into six focal groups, through an interview with questions about the feedback loop in the PBL groups. The results of the qualitative variables were described by frequencies. The work was approved by the Ethics Committee of the Institution. Results: It was observed that 58 students (98.3%) had their first contact with the PBL method after admission to the Olinda Medical School. The feedback in the PBL was highlighted by 54 (90.47%) of the respondents as an important instrument in the acquisition of knowledge. Lack of homogeneity in the application of step tutorial feedback was reported by 12 students (20%). Conclusion: The feedback presented efficacy as an evaluation tool in the teaching and learning process of the student in medical training. There are tutors who do not apply it frequently, where higher education institutions should encourage professionals for this instrument. |
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