<?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>S1981-52712019000300111</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n3rb20180231</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepção de Alunos de Curso de Graduação em Medicina sobre o Team-Based Learning (TBL)]]></article-title>
<article-title xml:lang="en"><![CDATA[Undergraduate Medical Students&#8217; Views on Team-Based Learning (TBL)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Masocatto]]></surname>
<given-names><![CDATA[Nilo Olimpio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Couto]]></surname>
<given-names><![CDATA[Wilson José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matta]]></surname>
<given-names><![CDATA[Thales Skaff da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porfirio]]></surname>
<given-names><![CDATA[Gustavo José Martiniano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[São Caetano do Sul São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>3</numero>
<fpage>111</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000300111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Team-Based Learning (TBL) é uma estratégia educacional baseada em aprendizagem ativa que se tornou uma proposta pedagógica alternativa importante no contexto dos métodos de ensino utilizados em educação médica. A proposta do presente trabalho foi avaliar a percepção dos alunos sobre o uso da metodologia TBL em curso de graduação em Medicina e analisar os diferentes aspectos da aplicação desse método de ensino em relação à forma tradicional de ensino utilizada na maior parte dos cursos de Medicina no País. Foi aplicado um questionário específico aos alunos com oito questões e respostas dicotomizadas (escala de Likert com cinco itens). Durante o mês de junho de 2017, alunos do curso de graduação em Medicina (quarto e sétimo períodos) foram submetidos a várias sessões de ensino com o método TBL na Universidade Municipal de São Caetano do Sul (USCS) com os temas sepse, trauma, leucemia, câncer colorretal e câncer de pulmão. A amostra foi calculada em 193 participantes, considerando uma precisão relativa de 10% e um nível de significância de 5% para uma estimativa de 70% de respostas positivas (concordo e concordo firmemente) para a afirmação &#8220;Esse TBL teve um impacto positivo no meu aprendizado&#8221;. A análise foi realizada com cálculo de estatística descritiva e das frequências relativas e absolutas de respostas com intervalo de confiança de 95% para cada ponto estimado. A utilização do método foi percebida como favorável nos aspectos de preferência (em relação à aula expositiva tradicional), motivação, satisfação e aprendizado. O TBL se destacou como um método pedagógico excelente para a aprendizagem em alunos do curso de Medicina. Uma das vantagens foi a capacidade de desenvolver habilidades em raciocínio clínico e a possibilidade de construir o conhecimento com sua utilização prática. O método ativo apareceu, dessa forma, como uma importante alternativa de metodologia se comparada ao método tradicional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Team-Based Learning (TBL) is an educational strategy based on active learning which has become an important alternative pedagogical proposal in the context of teaching methods used in medical education. The aim of this study was to evaluate students&#8217; perceptions about the use of the TBL methodology in Medical School and to analyze the different aspects of the application of this teaching method. A specific questionnaire was applied to the students with 8 questions and dichotomized answers (Likert scale with 5 items). During the month of June 2017 second and fourth year undergraduate medical students underwent several sessions of teaching with the TBL method at the Municipal University of São Caetano do Sul (USCS) with focus on the following themes: sepsis; trauma; leukemia; colorectal cancer; and lung cancer. The sample was calculated on 193 participants considering a relative precision of 10% and a statistical significance of 5% for an estimate of 70% of positive responses (strongly agree and agree) to the statement &#8220;This TBL had a positive impact on my learning&#8221;. The analysis was performed with descriptive statistics and the relative and absolute frequencies of responses with a 95% confidence interval for each estimated point. The use of the method was perceived as positive in aspects of preference (regarding the traditional expository class), motivation, satisfaction and learning. TBL stood out as an excellent pedagogical method for learning among medical students. One of the advantages was the ability to develop skills in clinical reasoning and the possibility of building knowledge with its practical use. The active method was thus found to be an important methodological alternative when compared to the traditional method.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Equipes]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Team-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
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