Why and how to reform an innovative curriculum? An experience report from Londrina
| Autor: | Leandro Arthur Diehl, Neide Tomimura Costa, Lígia Márcia Mário Martin, Pedro Alejandro Gordan, Marcio José de Almeida, Izabel Cristina Meister Coelho |
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| Rok vydání: | 2023 |
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| Zdroj: | Revista Brasileira de Educação Médica. 47 |
| ISSN: | 1981-5271 0100-5502 |
| DOI: | 10.1590/1981-5271v47.1-20220195.ing |
| Popis: | Introduction: The undergraduate medical course of the State University of Londrina was the second in Brazil to adopt an integrated curriculum and Problem-Based Learning (PBL). Despite its innovative curriculum, which became a reference for other schools, new assessments showed the need to reform it. Experience Report: Systematic course evaluations showed some issues: difficulties in adaptation of new students attending the first year; disorganized sequence of contents throughout the course; teachers’ lack of motivation for activities from first to the fourth years; need to include new contents; and deterioration of the methodology (PBL) in third and fourth years. A wide collective effort for curricular reform was initiated, which led to important changes, such as: a more welcoming first year, by including mentoring and activities for the leveling of basic knowledge; chronological reorganization of contents; redesign of modules around great areas of knowledge or related specialties; adoption of new and more motivating active learning and teaching methodologies, and the inclusion of new topics/trends. Discussion: The adoption of other active learning and teaching methodologies present strategic advantages in replacement for PBL. Team-Based Learning (TBL) is a more structured method than PBL, so it can help newcomers to adapt to the first year and make it easier to implement active methodologies in a context of teacher shortage. Case-Based Learning (CBL) generates higher motivation and can be more effective to foster the development of clinical reasoning skills in the preclinical years. Conclusion: The new curriculum, incorporating the changes described above, started in 2022. Further evaluations will show whether the changes will improve the course in terms of adaptability, motivation and learning outcomes. |
| Databáze: | OpenAIRE |
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