Montrezor Luís Henrique, Passos Camila Linhares Taxini
Department of Biological Science and Health - Medicine, University of Araraquara - UNIARA, Rua Carlos Gomes, 1217, Araraquara, SP 14801-340 Brazil.
Medicinal Chemistry and Regenerative Medicine Group, QUIMMERA - UNIARA, Araraquara, SP Brazil.
Med Sci Educ. 2024 Jun 6;34(5):1071-1078. doi: 10.1007/s40670-024-02092-y. eCollection 2024 Oct.
Project-based learning (PBL) is a teaching strategy in which students work as a group to identify a problem and discuss ideas for its solution. It is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or even create a product based on a project. It places the student at the center of the teaching-learning process and stimulates their engagement to transform learning into knowledge.
The aim of the present study was to use an adapted PBL approach as a physiology teaching strategy for sophomore medical students. For this, at the end of the semester, 148 students were organized in groups and were instructed to develop projects on the topics of cardiorespiratory physiology and metabolic physiology. Evaluation was made of the development and presentation of the projects, comparing the grades with those obtained in tests taken individually by the students at the beginning of the semester. The opinions of the students about the strategy were analyzed using a questionnaire answered individually. The results showed that different strategies were developed by the students to present their projects, notably employing question and answer board games, card games, and videos simulating interviews with clinicians. The mean scores for the collaborative group activities were significantly higher than for the tests performed individually by the students. The answers given in the opinion questionnaire indicated that most of the students considered the strategy useful for their learning, since it stimulated research, study, and discussion on the topics studied. Most of the students believed that working as a group was beneficial and that the time allocated for the project development was sufficient.
Therefore, use of the adapted project-based learning as a physiology teaching strategy was viewed positively by the students and improved their performance in learning about cardiorespiratory and metabolic physiology.
The online version contains supplementary material available at 10.1007/s40670-024-02092-y.
基于项目的学习（PBL）是一种教学策略，学生以小组形式合作识别问题并讨论解决方案。它是一种教学和学习的教育方法，让学生分组共同解决问题、完成任务，甚至基于一个项目创造产品。它将学生置于教学过程的中心，激发他们的参与度，将学习转化为知识。
本研究的目的是采用一种改编的PBL方法作为大二医学生的生理学教学策略。为此，在学期末，将148名学生分成小组，并指导他们就心肺生理学和代谢生理学主题开展项目。对项目的开展和展示进行评估，将成绩与学生在学期初单独进行的测试成绩进行比较。使用学生单独回答的问卷分析学生对该策略的看法。结果表明，学生们开发了不同的策略来展示他们的项目，特别是采用问答棋盘游戏、纸牌游戏以及模拟与临床医生访谈的视频。协作小组活动的平均得分显著高于学生单独进行的测试得分。意见问卷中的回答表明，大多数学生认为该策略对他们的学习有用，因为它激发了对所学主题的研究、学习和讨论。大多数学生认为小组合作有益，并且为项目开发分配的时间足够。
因此，学生对采用改编的基于项目的学习作为生理学教学策略给予了积极评价，并提高了他们在心肺和代谢生理学学习中的表现。
在线版本包含可在10.1007/s40670-024-02092-y获取的补充材料。
