<?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>S1981-52712020000400302</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.4-20200052</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saúde Mental de Alunos de Medicina Submetidos à Aprendizagem Baseada em Problemas: Revisão Sistemática da Literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Mental Health of Medical Students Submitted to Problem-Based Learning: Systematic Literature Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Carlos Emanoel Chaves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Alef Oliveira do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Israel Junior Borges do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Couto]]></surname>
<given-names><![CDATA[Mayra Hermínia Simões Hamad Farias do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza Filho]]></surname>
<given-names><![CDATA[Luiz Euclides Coelho de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Katiane da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Marabá Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade da Amazônia  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000400302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000400302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000400302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: O curso de Medicina possui fatores potencialmente estressantes que podem gerar adoecimento psíquico nos alunos. Métodos curriculares alternativos ao sistema tradicional, como aAprendizagem Baseada em Problemas (ABP), podem ter impacto na saúde mentaldos discentes. O objetivo deste estudo foirealizar uma revisão sistemática de estudos que avaliaram a saúde mental de estudantes de Medicina submetidos ao método ABP.  Método: Realizou-se uma busca de alta sensibilidade nas principais bases de dados científicas associadas àsaúde mental (CochraneLibrary, Medline via PubMed, Portal Regional da Biblioteca Virtual em Saúde(BVS), Eric e Embase) com inserção até 22 de setembro de 2019. Os descritos indexados e os termos de identificação foram definidos por especialistas e avaliados pelo grupo de tecnologia da informação da Universidade Estadual do Pará.Os critérios de inclusão para os estudos obtidos por meioda busca foram: artigos apresentados na íntegra, escritos em qualquer língua, publicados no período de 1998 a 2018, com foco na saúde mental de alunos do curso de Medicina submetidos ao método ABP. Excluíram-se os trabalhos que não avaliaram a saúde mental, os artigos em que a amostra não foi submetida à metodologia de ensino ABP e aqueles de revisão literária. Após a seleção, os artigos foram avaliados duplamente por revisores independentes quanto ao risco de viés e à qualidade de evidência mediante a ferramenta Robins-I.  Resultados: Identificaram-se 1.261 estudos, dos quais se excluíram 1.251 conforme orientaçãodoprotocolo Prisma, restando dezartigos ao final, os quais foram sintetizados de forma descritiva. Em geral, os estudos têm mostrado que o método de ABP, em comparação com o método tradicional, promove melhor desempenho acadêmico, bem como estimula atividades práticas, fato que gera certo grau de satisfação.  Conclusão: Os discentes de Medicina submetidos ao método ABP são associados a resultados adequados de aprendizado e desempenho médico-científico. Entretanto,metodologias científicas mais assertivas, baseadas em critérios metodológicos mais rigorosos,são necessárias para elucidar de forma mais abrangente os benefícios e danos dessa metodologia pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Medical students are subjected to potentially stressful factors that can lead to psychological illness. Alternatives to traditional training methods, such as Problem-Based Learning (PBL), can impact on students&#8217; mental health. The aim of this study was to carry out a systematic review of studies that evaluate the mental health of medical students submitted to the Problem-Based Learning (PBL) method.  Method:  A highly sensitive search was carried out in the main scientific databases associated with mental health (Cochrane Library, MEDLINE via PUBMED, Regional Health Portal (VHL), Eric and EMBASE) with inclusion up to September 22, 2019. Indexed descriptions and identification terms were defined by specialists and evaluated by the information technology group of the StateUniversity of Pará. The inclusion criteria for the study search were: articles presented in full, written in any language, published in the period from 1998 to 2018, focusing on the mental health of medical students submitted to the PBLmethod. Articles that did not assess mental health, articles in which the sample was not submitted to PBL, andreview articleswere excluded. After selection, the articles were assessed twice by independent reviewers for risk of bias and quality of evidence using the ROBINS-I tool.  Results:  1261 studies were identified, of which 1251 were excluded following the PRISMA protocol, leaving a final sample of ten articles, which were descriptively summarized.In general, studies have shown that PBL, compared to traditional teaching methods, promotes better academic performance, as well as stimulating practical activities, a fact that generates a certain degree of satisfaction.  Conclusion:  Medical students submitted to the PBL method are more likely to be associated with better learning outcomes and medical-scientific performance. However, better study designs, based on rigorous systematic methodologies are required in order to elucidate the benefits and harms of this educational methodology.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saúde Mental]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Mental Health]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Students Medical]]></kwd>
<kwd lng="en"><![CDATA[Health Education]]></kwd>
<kwd lng="en"><![CDATA[MedicalEducation]]></kwd>
</kwd-group>
</article-meta>
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