Situação problema zero: reflexões acerca da graduação em medicina através de metodologia de aprendizagem baseada em problemas

Abstract

INTRODUCTION: Problem Based Learning (PBL) is a teaching method that emphasizes learning through problem-solving. Medical education allows interdisciplinary content integration, making more straightforward clinical reasoning during learning, teamwork skills development, exposing ideas and arguments, critical insight about knowledge sources, and autonomy and proactivity development. Nonetheless, it is a methodology that demands an adaptation period that can bring students anxiety and insecurity. EXPERIENCE REPORT: In the first cycle of Medicine School of São Carlos Federal University (UFSCar), which comprises first and second years, my adaptation was challenging, with the first year being filled with anxiety, quitting wishes, and not belonging feelings. Throughout graduation, I began to adapt to the methodology, understanding the importance of its functioning, acquiring autonomy, perfecting my interpersonal skills, improving clinical reasoning, and developing more humanizing doctor-patient and doctor-family relationships. Despite the 2020 and 2021 COVID-19 pandemic adversities, I believe that ABP was a good influencing factor in my medical formation, not feeling damage over practical activities grew apart or over not habitual functioning of the health systems. CONCLUSIONS: To have covered this six-year journey, gathering knowledge and skills, and with them, learning to be more human in a patient-family relationship and to face adversities, so finally I can practice medicine brings a feeling of closure mixed with relief and expectations of what is to come.