The PBL method and the performance of Teachers from the Pitágoras Medicine Faculty of Eunápolis-BA: A Case Study

Abstract

The present study is a qualitative research of an ethnographic nature, carried out in the field of education, to raise comparative aspects through a case study. The scenario of this research occurred simultaneously with the challenges and transformations that the professors of the Faculdade Pitágoras de Medicina de Eunápolis are facing with the innovative methodology adopted by the institution, which started its activities in September 2018. In 2001, it was defined by the Ministry of Education and Culture (MEC) that Brazilian medical schools would have as their National Curriculum Guidelines (DCN) the guidance of their educational guiding matrices, the formation of a graduate with a profile to meet the needs of the country's health system. These new directions would bring great changes in the objectives and in the form of education for the new faculties recently implanted in several Brazilian states. In order to obtain new skills and competences, the courses would start using active teaching-learning methodologies with a focus on the attention to biopsychosocial aspects, employing areas of competence in the dimensions of management, education and health care. The research does not pretend to be a static or final point, it only reveals the moment when medical education passes through the new challenges of the methodological transition, and can be a tool for reflective analysis for the implementation of the next periods throughout the Medicine course inEunapolis. The research result was satisfactory and the method was well accepted by the team.