INSERTION OF ACTIVE LEARNING METHODOLOGIES IN THE MEDICAL COURSE: EXPERIENCE REPORT

Abstract

Introduction: This study presents the experience of medical students with active methodologies, focusing on Problem-Based Learning (PBL), at an institution in Rio Grande do Norte, Brazil. Active methodologies have gained prominence in medical education by fostering student leadership and critical reflection, enhancing essential skills for professional practice. Methods: This experience report includes observations from basic cycle students (2022-2023) regarding the challenges and benefits of PBL in core subjects. Activities involved clinical simulations and visits to Primary Health Units (UBS), with ongoing evaluation of learning outcomes. Results: The use of PBL facilitated the development of skills such as clinical reasoning, teamwork, and adaptability to diverse contexts. Student engagement was positive, with active participation in discussions and community projects, demonstrating practical application of acquired knowledge. Discussion: PBL encouraged student leadership and responsibility for learning. However, adapting to the new method and the need for prior study were challenges. Institutional support, including psychological assistanceprograms, was essential for the method’s success. Conclusion: PBL promotes an integrated, practice-oriented education, preparing future physicians for the challenges of Brazil's Unified Health System. Continued implementation and improvement of this method are essential to consolidate learning and equip professionals for primary healthcare.