<?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>S1981-52712024000400201</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.4-2022-0248</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudante com perfil de dominância na Aprendizagem Baseada em Problemas: percepção dos docentes e discentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Dominance profile student in Problem-Based Learning: perception of tutors and students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Weldma Karlla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[Laryssa Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caminha]]></surname>
<given-names><![CDATA[Maria de Fátima Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falbo]]></surname>
<given-names><![CDATA[Ana Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Medicina Integral Professor Fernando Figueira  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade Pernambucana de Saúde Programa de Pós-Graduação em Educação para o Ensino na Área de Saúde ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdade Pernambucana de Saúde  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto de Medicina Integral Professor Fernando Figueira Programa de Pós-Graduação em Saúde Integral ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000400201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000400201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000400201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: A Aprendizagem Baseada em Problemas ocorre por meio do trabalho em pequenos grupos, facilitado pelos tutores, devendo haver contribuição de todos para o alcance dos objetivos de aprendizagem. O estudante com perfil dominante pode desequilibrar essa dinâmica do grupo.  Objetivo: Este estudo teve como objetivo compreender, na perspectiva da aprendizagem colaborativa, os significados atribuídos pelos docentes e discentes à presença do estudante com perfil dominante no grupo tutorial.  Método: Realizaram-se dois estudos, de natureza qualitativa, com tutores e estudantes de uma faculdade do Nordeste do Brasil. O primeiro estudo objetivou compreender a percepção dos docentes sobre presença do estudante dominante no grupo tutorial. Para tanto, utilizaram-se entrevistas semiestruturadas para coleta das informações. A população foi composta por tutoras da graduação de Fisioterapia, com mais de dois anos facilitando grupos tutoriais. O segundo estudo objetivou compreender os significados atribuídos por discentes à presença do perfil de dominância nas tutorias. Utilizou-se o grupo focal como método de coleta. Participaram estudantes de Medicina dos quatro primeiros anos do curso. O processo de análise e interpretação das falas dos dois estudos foi ancorado nos pressupostos teóricos da aprendizagem colaborativa, os quais também serviram de referência para elaboração do roteiro das entrevistas e do grupo focal. Adotou-se a técnica da análise de conteúdo de Bardin. Os estudos foram aprovados pelo Comitê de Ética em Pesquisa com CAAE nº 26191119.5.0000.5569 e CAAE nº 38005320.5.0000.5569, respectivamente.  Resultado: Os tutores e estudantes enfatizaram a diversidade encontrada no perfil de dominância. Caracterizaram o estudante com esse perfil como colaborativo, participativo e preparado. Apontaram também características de impaciência, dificuldade em escutar e aceitar colocações contrárias às suas, além de comportamento intrusivo, silenciando e limitando a participação de outros. As tutoras reforçaram a dificuldade em lidar com o estudante dominante, inclusive em dar feedback. Os discentes relataram que os tutores, perante o estudante dominante, não percebiam a ausência de colaboração no grupo e apresentavam insegurança para intervir.  Conclusão: Os discentes expressaram tolhimento e insegurança diante da presença do estudante dominante, com prejuízo na construção do conhecimento do grupo e no desempenho individual, bem como decepção quanto à atuação do tutor. Os tutores demonstraram reconhecer as sutilezas dentro do perfil de dominância, apesar de suas dificuldades em intervir adequadamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Problem-Based Learning occurs through work in small groups, facilitated by tutors, and everyone is expected to contribute to the achievement of the learning objectives. The presence of a dominant profile student could lead to some imbalance in the group dynamics.  Objective: to understand, from the perspective of collaborative learning, the meanings attributed by tutors and students to the presence of the dominant profile student in the tutorial group.  Methods: two qualitative studies with tutors and students were conducted at a university in northeastern Brazil. The first aimed to understand the tutor&#8217;s perception of the presence of the dominant student in the tutorial group. Semi-structured interviews were used to collect information. The population consisted of tutors from the physiotherapy undergraduate course with more than two years facilitating tutorial groups. The second study aimed to understand the meanings attributed by students about the presence of the dominance profile in tutoring. Information was collected by focus group. The study population consisted of medical students from the first four years of the course. The process of analysis and interpretation was anchored in the theoretical assumptions of collaborative learning, which also served as a reference for the development of the interviews and focus group scripts. Bardin&#8217;s content analysis technique was adopted. The studies were approved by the Research Ethics Committee, CAAE: 26191119.5.0000.5569 and CAAE: 38005320.5.0000.5569.  Results: tutors and students highlighted the diversity within the dominance profile. They characterized the student with this profile as collaborative, participatory and prepared. They also pointed out characteristics of impatience, difficulty in listening and accepting arguments contrary to their own. In addition, they reported intrusive behavior, silencing and limiting the participation of others. The tutors reinforced the difficulty in dealing with the dominant student, especially when giving feedback. The students reported that tutors, when facing the dominant student, did not perceive the lack of collaboration in the group and were insecure to intervene.  Conclusion:  the students expressed embarrassment and insecurity when faced with presence of the dominant student, leading to losses in the construction of group knowledge and individual performance, as well as disappointment in relation to the tutor&#8217;s performance. The tutors showed they recognize subtleties within the dominance profile, despite difficulties in adequately intervening.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Tutores]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Colaborativa]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Tutors]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Learning]]></kwd>
</kwd-group>
</article-meta>
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