Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Frota, Patrícia Wanderley Aguiar
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| Orientador(a): |
Azevedo, Gisele Regina de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde
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| Departamento: |
Faculdade de Ciências Médicas e da Saúde
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24027
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Resumo: |
Introduction: Problem Based Learning is one of the most widely used teaching methods in health courses. By placing the student at the center of the teaching and learning process, it contributes to the autonomy of students and the training of more humane, critical and reflective professionals. Objective: To carry out a systematic integrative review on the use of Problem Based Learning in the teaching of physiotherapy. Method: A qualitative approach study conducted through a systematic integrative bibliographic review in the PubMed, U.S. National Library of Medicine, Scopus, Lilacs, Phisiotherapy Evidence Database (PEDro) and Cochrane Library, using the keywords in Health Science Descriptors (DeCS): physical therapy, education, problem-based learning. Result: Out of 148 articles identified, 126 were discarded for not fully meeting the inclusion criteria, and 22 were selected for the integrative review. The study demonstrated that Problem-Based Learning is a method that provides the engagement of students in the learning process itself, contributes to their autonomy despite the difficulties encountered in teamwork. In addition, it was found that the PBL facilitates the experience with Interprofessional Education and demands better training from teachers for its use. Conclusion: It has been observed Problem Based Learning has been used in some physical therapy degree courses around the world and the results of its use have shown that this is a very effective teaching method when applied in interprofessional education programs and in curricula that value putting the student at the center of the teaching and learning process. In addition to motivating and engaging learners in their own learning, studies have concluded that Problem-Based Learning is one of the most effective methods for developing key skills for professional practice of physical therapists, such as teamwork. This is one of the active methods that can be used to train more critical, reflective and humanistic health professionals, although the analysis of these studies suggests that there is still a need for more specific research in the area of physical therapy |
