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Project-Based Learning Adapted as a Physiology Teaching Strategy for the Sophomore Undergraduate Medical Students
Luís Henrique Montrezor1,2,3,4, Camila Linhares Taxini Passos1
1Department of Biological Science and Health - Medicine, University of Araraquara - UNIARA, Rua Carlos Gomes, 1217, Araraquara, SP 14801-340 Brazil.
Context:
Project-based learning (PBL) is a teaching strategy in which students work as a group to identify a problem and discuss ideas for its solution. It is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or even create a product based on a project. It places the student at the center of the teaching-learning process and stimulates their engagement to transform learning into knowledge.
Proposal:
The aim of the present study was to use an adapted PBL approach as a physiology teaching strategy for sophomore medical students. For this, at the end of the semester, 148 students were organized in groups and were instructed to develop projects on the topics of cardiorespiratory physiology and metabolic physiology. Evaluation was made of the development and presentation of the projects, comparing the grades with those obtained in tests taken individually by the students at the beginning of the semester. The opinions of the students about the strategy were analyzed using a questionnaire answered individually. The results showed that different strategies were developed by the students to present their projects, notably employing question and answer board games, card games, and videos simulating interviews with clinicians. The mean scores for the collaborative group activities were significantly higher than for the tests performed individually by the students. The answers given in the opinion questionnaire indicated that most of the students considered the strategy useful for their learning, since it stimulated research, study, and discussion on the topics studied. Most of the students believed that working as a group was beneficial and that the time allocated for the project development was sufficient.
Conclusion:
Therefore, use of the adapted project-based learning as a physiology teaching strategy was viewed positively by the students and improved their performance in learning about cardiorespiratory and metabolic physiology.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40670-024-02092-y.
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