Faculty View of the Implementation of a Problem-Based Learning (PBL) Curriculum in the Medical Course of University of Londrina

Abstract: Objective: To know the view of medical faculty in UEL regarding the process of implantation and the current status of the new PBL curriculum. Method: Application of a questionnaire to 268 teachers involved with the course and evaluation of their answers using the Likert scale. Results: 220 teachers have answered the questionnaire, 31.4% have a Doctoral degree and 40.5% have a Master´s degree. Only 31.6% of the faculty considered the previous curriculum for the 1st through 4th years as good; nevertheless, 83.3% considered is Internship good. 55% of the teachers consider themselves well informed about the curricular changes undertaken; however, only 28.9% consider those changes discusses thoroughly enough within the. Only 32.7% affirmed having had an intensive participation in the planning and implantation phase. Most teachers (63,6%) have been tutors. The PBL is considered an advance in relation to the previous method by 64,8% of the faculty; 69,8% believe that PBL fosters students´ learning process and 70.9% consider it as more motivating. Conclusion: Although most teachers have not been engaged since the earlier phases of discussion and curriculum implementation, they consider PBL advantageous in relation to the previous method and observe that the new curriculum has increased its acceptability among the academic community, in a consolidation of the proposed changes.