THE TRANSITION FROM THE TRADITIONAL PARADIGM TO PROBLEM BASED LEARNING IN MEDICAL TEACHING

a reflexive analysis

Abstract

Recent years have seen a move in medical schools towards innovation in education. Problem-Based Learning (PBL) emerges as a new paradigm capable of overcoming the limitations of the traditional method. The present study is na assay that discusses characteristics of both methodologies and the transition process. Tratidional teaching is caracterized by the exposition of content in a fragmented and decontextualized way, reducing the student to a mere spectator. PBL stands out as a pedagogical practice that stimulates the learning to learn through active strategies, meaningful and contextual practices, aiming to form na autonomous and critical student, capable of thinking about current problems in an interdisciplinary and collaborative way. Adherence to the new paradigm requires caution and a long path marked by reflection and flexibilization by all the actors involved in the change process.