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37 - ENSINO TRADICIONAL E APRENDIZAGEM BASEADA EM PROBLEMAS NA FORMAÇÃO MÉDICA: MODELOS OPOSTOS OU COMPLEMENTARES?

Doi: 10.47094/978-65-284-0495-7/380-388

PALAVRAS CHAVE: Metodologias ativas. Raciocínio clínico. Currículo médico.

KEYWORDS: Active methodologies. Clinical reasoning. Medical curriculum.

ABSTRACT:
Training physicians with solid technical mastery, sharp clinical reasoning, and an ethical and humanistic stance is one of the most demanding challenges of higher health education. This chapter argues that the polarization between traditional teaching and Problem-Based Learning (PBL) has cost medical education more than it has contributed. Based on an integrative literature review, it demonstrates that traditional teaching provides structured conceptual grounding and indispensable systematization in the dense content of the basic cycle, while PBL converts that knowledge into applied clinical reasoning, autonomy, and teamwork. Neither model, in isolation, meets the requirements of the National Curriculum Guidelines; intentionally united throughout the curriculum, they form a more robust educational project than either could offer alone. The chapter organizes this argument into five axes and proposes a perspective of planned curricular coexistence.

Autores

  • Cauã Schardosim Fonseca

  • Diogo Sérgio Cantelli

  • Julia Telles Gonzaga

  • Letícia Borges Xavier

  • Sócrates João de Oliveira

  • Vinicius Rosa Garbin

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