<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712019000200208</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180063</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Utilização da Aprendizagem Baseada em Equipes como Método de Avaliação no Curso de Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[The Use Of Team-Based Learning As An Evaluation Method On The Medicine Course]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Carolina Roberta Ohara Barros Jorge da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramsdorf]]></surname>
<given-names><![CDATA[Fabiola Beppu Muniz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bragato]]></surname>
<given-names><![CDATA[Simone Galli Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Mato Grosso  ]]></institution>
<addr-line><![CDATA[Cáceres Mato Grosso]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>208</fpage>
<lpage>215</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A educa&#231;&#227;o de adultos pressup&#245;e a utiliza&#231;&#227;o de metodologias ativas de ensino-aprendizagem, que proponham concretamente desafios a serem superados pelos estudantes, tendo o professor como facilitador e orientador do processo. O objetivo deste estudo foi relatar o uso da Aprendizagem Baseada em Equipes (ABE) como estrat&#233;gia de avalia&#231;&#227;o dos alunos na disciplina Intera&#231;&#227;o Ensino-Servi&#231;o na Comunidade (Iesc) no curso de Medicina. A aplica&#231;&#227;o da ABE ocorreu em duas turmas da Iesc, respeitando as tr&#234;s etapas previstas na metodologia. A experi&#234;ncia obtida com a aplica&#231;&#227;o da ABE em substitui&#231;&#227;o &#224; prova tradicional demonstrou aspectos relevantes, como: na prepara&#231;&#227;o, &#233; fundamental que o acad&#234;mico se comprometa a estudar os temas propostos; a utiliza&#231;&#227;o de aplicativo foi uma estrat&#233;gia inovadora; o desempenho da equipe superou o individual. A aplica&#231;&#227;o dos conceitos ocorreu nas aulas de campo da Iesc, pois esta prop&#245;e a observa&#231;&#227;o de casos cl&#237;nicos reais nas unidades de sa&#250;de e comunidade, utilizando os conhecimentos te&#243;ricos adquiridos para direcionar interven&#231;&#245;es. A aplica&#231;&#227;o da ABE se mostrou um m&#233;todo eficiente para avalia&#231;&#227;o na Iesc, que se pauta na perspectiva da intera&#231;&#227;o e processos colaborativos. O uso do recurso tecnol&#243;gico como ferramenta despertou interesse entre os estudantes, minimizando a tens&#227;o que geralmente ocorre durante o processo da avalia&#231;&#227;o tradicional. &#201; importante que os cursos de forma&#231;&#227;o em sa&#250;de fa&#231;am uma an&#225;lise constante para que pr&#225;ticas do ensino tradicional n&#227;o sejam supervalorizadas em detrimento das pr&#225;ticas ativas de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Adult education presupposes the use of active teaching and learning methodologies that propose challenges to be overcome by students, with the teacher acting as facilitator and guiding the process. The objective of this study was to report the use of Team-Based Learning (TBL) as one of the methods used to evaluate students in the subject Teaching-Service interaction in the Community (IESC), of the Medicine Course. TBL was applied with two classes IESC classes. The experience gained through the application of TBL, instead of the traditional test, demonstrated some relevant aspects, for example: in the preparation, it is fundamental that the student is committed to studying the proposed topics; the use of application was an innovative strategy that motivated the academics to participate actively in the process; the performance of the team took precedence over individual performance. The concepts learned were put into practice in the IESC field classes, since they involve observation of real clinical cases in the Health Units and in the community, using the theoretical knowledge acquired, in the interventions. The application of TBL proved to be an efficient evaluation method in the IESC, which is based on the perspective of interaction and collaborative processes. The use of the technological resource as a tool sparked the students&#8217; interest, minimizing the stress that usually occurs during the traditional assessment. It is important that health training courses provide a review, to ensure that traditional teaching practices are not given too much weight, at the expense of active learning practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="en"><![CDATA[Medicine]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Education Higher]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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