Aprendizagem baseada em equipes: da teoria à prática

Bollela, Valdes Roberto; Senger, Maria Helena; Tourinho, Francis Solange Vieira; Amaral, Eliana

doi:10.11606/issn.2176-7262.v47i3p293-300

Cited by 119 publications

(208 citation statements)

References 5 publications

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“…There were some complaints about the requirement to study at home prior to the classes. However, the implementation of this method enables the students to acquire and apply knowledge through an activity itinerary that include individual study before the classes 5 . Hence, compliment of all "steps" of this method is very important to achieve satisfactory results.…”

Section: Resultsmentioning

confidence: 99%

“…Team-based learning (TBL) is gaining space in academic centers and consists in a pedagogic strategy based on constructivism, which values individual students' responsibility in work groups and stimulates application of acquired knowledge in the solution of problems in the context of professionalpractice 5 . TBL is also characterized by a method centered in the student and based on consecutive activities that includes individual work, team work and immediate feedback 6 .…”

Section: Introductionmentioning

confidence: 99%

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Team-Based Learning: Successful Experience in a Public Health Graduate Program

Silva

Medeiros

Oliveira

et al. 2017

Rev. bras. educ. med.

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Background: In the review of curriculum matrices, the elaboration of learning strategies that combine theory and practice is extremely important, allowing the building of new concepts and learning methods by the students. Team-based learning (TBL) is growing in academic centers and refers to the pedagogic strategy grounded in constructivism. The aim of this research was to describe the application of TBL in a Public Health graduate program. Methods: TBL was applied in a class with 22 students in the discipline “Quantitative Research in Health” of the Public Health graduate program (Master degree) at the University of Fortaleza, Brazil, in 2016. The discipline was structured in 8 lessons, approaching the thematic of quantitative research. Before each class the students were required to study the contents at home, a test was done for each subject in the beginning of each class (individually and then in teams of 5 or 6 students) and then a brief review was performed by the professor, where the students could ask questions and solve any doubt. At the end of the semester an evaluation questionnaire was applied with objective questions and a qualitative survey. Results: The application of TBL was done in a class with 22 students of the Public health Master Program, aged 22 to 36 years, and 83.3% were female. The method was well received by the students. All the evaluations and discussions went on without any problem. There were some complaints about the requirement to study at home prior to the classes. Students’ evaluation of the discipline and the TBL method was satisfactory with answers’ average score of 4.7 (scale 0-5). The lowestscore was achieved by the question number 11 (4.3) about the students motivation for their study at home. The comparison with the evaluation of the previous semester (where a traditional method was applied) evidenced higher scores for the TBL method. Conclusions: The application of TBL was satisfactory and the main difficulty presented by students was the requirement for previous study at home. TBL was better evaluated than the traditional method.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Team-Based Learning: Successful Experience in a Public Health Graduate Program

Silva

Medeiros

Oliveira

et al. 2017

Rev. bras. educ. med.

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“…It is a method based on constructivism: the teacher assumes the role of a facilitator in an environment without authoritarianism, privileging equality and aiming meaningful learning. It also seeks to solve problems through the experience of learning through dialogue and interaction among students, working with communication skills and collaboration in teams, essential in the area of future professional work [5].…”

Section: Methodsmentioning

confidence: 99%

Quality Of General Life In The Medicine Course Students

Andrade¹,

Carvalho²,

Figueiró-Filho³

et al. 2017

int arch med

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Objective: To evaluate the general quality of life in medical students.Method: This is a cross-sectional observational study of 320 students from the Federal University of Mato Grosso do Sul, located in Campo Grande, Brazil, who answered the WHOQOL-BREF quality of life assessment instrument. Results:The medical students evaluated having a good general quality of life and good satisfaction with their health. According to the domains, the psychological domain was smaller than the social relationships and environment domains. The students had a difference in the values of the WHOQOL-BREF scores only between the psychological and the environment domains and lower values in the men, in the physical and psychological domains. During the years of the course, there was a difference between the domains only for the 3 rd grade of the course, with lower scores for the psychological domain. In each domain, the values of the WHOQOL-BREF scores were higher in the second grade compared to the 5 th grade in the social relationships domain, and in the environmental domain. The 1 st grade had lower values than the 6 th grade. Conclusion:Medical students have a positive characterization of the quality of life, although it is less in the psychological domain, by the frequency of negative feelings not enjoying life or concentrating in a satisfactory way. Female students are more fragile in the psychological and physical domain than male students.

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“…O método "Aprendizagem baseada em times" tem, na sua essência, a metodologia construtivista, em que o professor é um facilitador da aprendizagem e onde se estimula a igualdade dentro da sala de aula. A problematização e a aprendizagem baseada no diálogo e na interação entre os estudantes, reunidos em times organizados pelo professor, são suas principais características (BOLLELA et al, 2014).…”

Section: Métodosunclassified

Percepções dos estudantes sobre o uso das metodologias ativas na disciplina Terapia Nutricional da Gestação à Adolescência do curso de Nutrição de uma Universidade em Curitiba-PR

Leinig

2018

REBES

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As demandas da sociedade moderna exigem uma educação transformadora. Profissionais com perfil crítico-reflexivo e capazes de trabalhar adequadamente em equipes é fundamental, o que requer a utilização de novas metodologias de ensino-aprendizagem. Um aspecto desafiador na aplicação dessas metodologias diz respeito ao estudante, pois este nem sempre está preparado para a mudança e há dúvidas sobre a efetividade do aprendizado numa ótica distante da tradicional. Assim, este artigo tem por objetivo avaliar as percepções dos estudantes sobre a utilização de metodologias ativas de ensino-aprendizagem numa disciplina da área clínica do curso de graduação em Nutrição de uma Universidade de Curitiba. Estudo descritivo, tipo relato de experiência, elaborado no contexto do uso de metodologias ativas numa disciplina ministrada no quinto período do Curso de Nutrição e ocorrida no primeiro semestre de 2017. Foi fundamentado em questionários realizados pelos estudantes em dois momentos, no meio e ao final da disciplina. As questões buscaram levantar percepções dos estudantes sobre o processo ensino-aprendizagem, compreendendo o perfil do estudante enquanto componente de equipes; o esforço do estudante em relação ao processo; pontos positivos e negativos do método e sua relação com a prática. A turma em questão tinha 43 estudantes, sendo 86% mulheres. Pela análise dos relatos, observa-se que os estudantes fizeram uma avaliação positiva do método, principalmente no foco específico da interação e do compartilhamento do conhecimento entre os pares. Além disso, foi evidenciado que a essencialidade do método diz respeito ao estímulo da autonomia do estudante, o que é componente fundamental para um aprendizado significativo e duradouro.

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Aprendizagem baseada em equipes: da teoria à prática

Cited by 119 publications

References 5 publications

Team-Based Learning: Successful Experience in a Public Health Graduate Program

Team-Based Learning: Successful Experience in a Public Health Graduate Program

Quality Of General Life In The Medicine Course Students

Percepções dos estudantes sobre o uso das metodologias ativas na disciplina Terapia Nutricional da Gestação à Adolescência do curso de Nutrição de uma Universidade em Curitiba-PR

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