Resumen

OLIVEIRA, Bruno Luciano Carneiro Alves de; LIMA, Sara Fiterman; RODRIGUES, Livia dos Santos  y  PEREIRA JUNIOR, Gerson Alves. Team-Based Learning as a Collaborative Learning Form and Flipped Classroom with Centrality of Students in the Learning Teaching Process. Rev. Bras. Educ. Med. [online]. 2018, vol.42, n.4, pp.86-95. ISSN 1981-5271.  https://doi.org/10.1590/1981-52712015v42n4RB20180050.

Teaching methodologies in higher education have evolved in recent years, increasingly emphasizing the learner’s role in the teaching-learning process, and the construction of their own knowledge and that of their peers. However, the training structure that exists in the majority of medical education courses still lack innovations in their pedagogical practices that will allow meaningful learning experiences that stimulated dialog-based learning and student interaction. One of the proposals that has been promoted as an alternative for improving medical education is Team Based Learning (TBL), which favors dynamic learning through group discussions, in a motivating, cooperative and supportive environment. In this context, this article aims to describe, through a report of an experiment, the planning, implementation and development of contents on the conception and formation of the human being and reproductive health, using TBL as a teaching methodology on a medical course of the expansion of the Program Mais Médicos [More Doctors Program] in the interior of the Northeast of Brazil. Initially, the students received study scripts on the contents to be developed in the classroom, and performed prior study of the activities to be developed. In the classroom, they took a test, individually. Afterwards, divided into small groups, they debated each of the questions and the answers that they had selected, before coming together to form a consensus, to present a single answer, as a group. TBL was found to be very useful in the learning process, and in the evaluation of the students’ training. The students’ exercised skills in communication, argumentation and persuasion, improved their interaction between peers and with the faculty members, and enhanced their personal performance. It is believed that TBL offers a more articulated way of gaining the knowledge needed to respond to the health demands and needs of the population, and helping to transform the local conditions of life and health.

Palabras clave : –Students, Medical; –Education, Medical; –Learning; –Methodology; –Health Communication.

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