A medicina clínica como tema gerador no ensino de química através da metodologia aprendizagem baseada em problemas (ABP)

Abstract

The principle of problem-based learning (ABP) is to make students able to construct their own conceptual, procedural and attitudinal learning from proposed problems that expose them to motivating situations and prepare them for the world of work. Seeking to insert the active ABP methodology in the discipline of Chemistry in the Licentiate course at IFPE - Campus Ipojuca, we chose a clinical approach to AEDs, an essential competence in medical education, as a problem situation in which to work this methodology. The main objective of this study is to verify the level of acceptance of this active teaching methodology in Chemistry classes, in a sample of 10 students regularly enrolled in the General Chemistry II discipline, through two face-to-face meetings (tutorials) between the 28th and 31st Of March this year. For that, a research of qualitative exploratory nature was carried out, using the semi structured questionnaire as data collection instruments, applied to the students at the end of the second tutorial session. The data revealed that 90% of the students stated that they had effectively learned the chemistry content proposed by the problem. The majority, 70%, said that the methodology stimulated teamwork. For 80%, the active ABP methodology facilitates learning and everyone, 100%, understands that this methodology should be used in the discipline of Chemistry as a method of teaching learning. The adoption of the ABP methodology, in the analyzed context, proved to be an excellent option as an option to improve the teaching-learning process in the Chemistry discipline. In addition, it was also verified that the inclusion of topics related to the medical clinic favors the learning of Chemistry contents.