
Atenção:
O eduCAPES é um repositório de objetos educacionais, não sendo responsável por materiais de terceiros submetidos na plataforma. O usuário assume ampla e total responsabilidade quanto à originalidade, à titularidade e ao conteúdo, citações de obras consultadas, referências e outros elementos que fazem parte do material que deseja submeter. Recomendamos que se reporte diretamente ao(s) autor(es), indicando qual parte do material foi considerada imprópria (cite página e parágrafo) e justificando sua denúncia.
Caso seja o autor original de algum material publicado indevidamente ou sem autorização, será necessário que se identifique informando nome completo, CPF e data de nascimento. Caso possua uma decisão judicial para retirada do material, solicitamos que informe o link de acesso ao documento, bem como quaisquer dados necessários ao acesso, no campo abaixo.
Todas as denúncias são sigilosas e sua identidade será preservada. Os campos nome e e-mail são de preenchimento opcional. Porém, ao deixar de informar seu e-mail, um possível retorno será inviabilizado e/ou sua denúncia poderá ser desconsiderada no caso de necessitar de informações complementares.
| Metadados | Descrição | Idioma |
|---|---|---|
| Autor(es): dc.contributor | 1217 | - |
| Autor(es): dc.contributor | QUIMMERA – UNIARA | - |
| Autor(es): dc.contributor | Undergraduate Education Committee | - |
| Autor(es): dc.contributor | Universidade Estadual Paulista (UNESP) | - |
| Autor(es): dc.creator | Montrezor, Luís Henrique | - |
| Autor(es): dc.creator | Passos, Camila Linhares Taxini | - |
| Data de aceite: dc.date.accessioned | 2025-08-21T15:33:45Z | - |
| Data de disponibilização: dc.date.available | 2025-08-21T15:33:45Z | - |
| Data de envio: dc.date.issued | 2025-04-29 | - |
| Data de envio: dc.date.issued | 2024-10-01 | - |
| Fonte completa do material: dc.identifier | http://dx.doi.org/10.1007/s40670-024-02092-y | - |
| Fonte completa do material: dc.identifier | https://hdl.handle.net/11449/306841 | - |
| Fonte: dc.identifier.uri | http://educapes.capes.gov.br/handle/11449/306841 | - |
| Descrição: dc.description | 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. | - |
| Descrição: dc.description | Department of Biological Science and Health – Medicine University of Araraquara - UNIARA Rua Carlos Gomes 1217, SP | - |
| Descrição: dc.description | Medicinal Chemistry and Regenerative Medicine Group QUIMMERA – UNIARA, SP | - |
| Descrição: dc.description | Brazilian Society of Physiology (SBFis) Undergraduate Education Committee, SP | - |
| Descrição: dc.description | Study and Research Group in University Pedagogy – GEPPU São Paulo State University – UNESP, SP | - |
| Descrição: dc.description | Study and Research Group in University Pedagogy – GEPPU São Paulo State University – UNESP, SP | - |
| Formato: dc.format | 1071-1078 | - |
| Idioma: dc.language | en | - |
| Relação: dc.relation | Medical Science Educator | - |
| ???dc.source???: dc.source | Scopus | - |
| Palavras-chave: dc.subject | Collaborative work | - |
| Palavras-chave: dc.subject | Education | - |
| Palavras-chave: dc.subject | Engagement | - |
| Palavras-chave: dc.subject | Integration | - |
| Palavras-chave: dc.subject | Learning | - |
| Palavras-chave: dc.subject | Physiology | - |
| Título: dc.title | Project-Based Learning Adapted as a Physiology Teaching Strategy for the Sophomore Undergraduate Medical Students | - |
| Tipo de arquivo: dc.type | livro digital | - |
| Aparece nas coleções: | Repositório Institucional - Unesp | |
O Portal eduCAPES é oferecido ao usuário, condicionado à aceitação dos termos, condições e avisos contidos aqui e sem modificações. A CAPES poderá modificar o conteúdo ou formato deste site ou acabar com a sua operação ou suas ferramentas a seu critério único e sem aviso prévio. Ao acessar este portal, você, usuário pessoa física ou jurídica, se declara compreender e aceitar as condições aqui estabelecidas, da seguinte forma: