Problem-Based Learning (PBL): Developing Medical Training in Londrina, Brazil

Abstract: Objective: To record the activities conducted by the Teacher Qualification Committee (TQC) at the School of Medicine of the State University in Londrina, Paraná, Brazil (UEL), in order to sensitize and train professors during the implementation of problem-based learning (PBL). Method: Consult the Committee file, and analyze the activities conducted by it. Results: From 1997 to 2001, awareness raising courses were held on the in-depth use of PBL; elaboration of problems development of a thematic module; forums of tutors; and training courses for tutors with to different designs. Activities in the courses included: observing and experiencing tutor groups; elaborating problems planning thematic modules; discussing steps in tutorial dynamics and problems emerging in performing the tutor's role; training in skills and activities in course-community interaction; and the evaluation system. Conclusion: The teacher training program in Londrina was designed and implemented on the basis of demand emerging from the implementation of the new methodology, and according to the degree of the teacher participation (or resistance to) the process. The work received a positive assessment and identified the importance of a broader training program involving the management professional, and pedagogical tiers in the process.

摘要：研究目的：记录巴西巴拉那州隆德里纳州立大学（Universidade Estadual de Londrina, UEL）医学院教师资格委员会（Teacher Qualification Committee, TQC）开展的相关活动，旨在为问题式学习（Problem-based learning, PBL）实施过程中的教师提供认知引导与技能培训。研究方法：查阅该委员会的档案资料，对其开展的各项活动进行分析。研究结果：1997年至2001年间，该委员会先后开展了多项活动：包括面向PBL深度应用的认知提升课程、主题模块的问题开发与设计工作、导师论坛，以及针对不同培养目标的导师培训课程。课程涵盖的活动包括：观摩并参与导师小组活动、编写问题与规划主题模块、研讨导师工作中的动态流程与履职过程中出现的各类问题、开展课程与社区互动相关的技能与活动培训，以及建立评价体系。研究结论：隆德里纳的教师培训项目是基于新教学法实施过程中产生的实际需求，并结合教师对该过程的参与度（或抵触程度）设计并实施的。该工作获得了积极评价，同时明确了构建覆盖管理与教学各层级人员的更广范围培训项目的重要性。