Resumo

ROMAN BAUTISTA, Tania Erika et al. Problem - Based Learning strategy in Anatomy subject of the degree in Medicine. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2019, vol.9, n.18, pp.557-581. ISSN 2007-7467.  https://doi.org/10.23913/ride.v9i18.436.

Problem-Based Learning (PBL) has been used as a method in medical schools of different universities. However, in some cases it has been questioned its usefulness to build knowledge in Anatomy, which happens because, at the time of the evaluation, this is aimed at corroborating learning through tests with questions that are incongruent with the PBL. The objective of this research was to design, apply and evaluate a Problem Based Learning (PBL) strategy to encourage the development of critical meaningful learning in students taking the Anatomy course. The main axis of the strategy was a common problem in the real life of the students.

Information organizers and questions asked by the students themselves were used to guide learning, the verbal transmission of information by the expert was avoided and communication between students was encouraged instead.

The study was carried out at the Autonomous University of Puebla (BUAP by its name in Spanish), the methodology consisted of four phases: the first was the design of the strategy and the evaluation instruments together with the validation of the same, the second phase was an initial evaluation, the third phase was implementation of the strategy and the fourth phase consisted of the final evaluation. The comparison of the results of the initial evaluation and the final evaluation of the declarative knowledge, procedural knowledge and attitudinal, as well as the effectiveness of the strategy, show that the strategy allowed to improve the achievement of knowledge in a meaningful critical way and that the majority of the students recognized the importance of the anatomy in the neck injuries and in the exploration of the same. A minority of students failed to construct learning in the same way as their peers, so it is up to the teacher as a professional person to propose new teaching and learning methodologies. 98.6% of the students evaluated the strategy as effective or very effective to learn autonomously without the teacher declaring the information, in this same criterion one student evaluated the strategy as not very effective, which represents 1.2% of the total population.

Palavras-chave : anatomy; problem-based learning; critical meaningful learning.

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