Aprendizagem baseada em problemas como método de ensino na formação médica

Active learning methodologies, such as Problem Based Learning (PBL), represent one of the main innovative teaching methods. However, although several institutions usually guide their courses through PBL, studies on the student's perception about the importance and contribution of the method are still relatively recent. The present study aims to report the student experience in the tutorial sessions of the PBL and their contributions to academic training in Medicine. The tutorial sessions foster the training of critical, autonomous and participatory students, making them take responsibility for their learning. On the other hand, pressure and fear of failure can hinder and/or compromise all the teaching-learning process. It is important to highlight that the success of the method is not just the student's function, but rather depends on other factors that include: acceptance of the method by the student; proactivity of the tutor; infrastructure; a well-developed problem situation, and other elements that must be considered in its implementation.