Minha trajetória na medicina UFSCar: uma narrativa crítico-reflexiva

Abstract

This thesis aims to present a critical-reflective narrative of my medical education in a program based on the active learning methodology of the Constructivist Spiral and Problem-Based Learning (PBL). Through the account of my academic journey, the work seeks to analyze how active methodologies influenced knowledge construction, skills development, and the consolidation of medical identity, especially in the context of the challenges posed by the COVID-19 pandemic. Personal experiences are articulated with theoretical frameworks in medical education, showing that the Constructivist Spiral fosters integration between theory and practice, enhances student autonomy, and promotes a critical, ethical, and socially committed medical training.