Abstract:
The teaching of Medicine at the State University of Londrina has been changing significantly with introduction, in 1998, of a restructured curriculum based on problem-based, community-oriented, student-centered learning. This rewarding incorporation of innovations into the teaching and learning process has been experienced at the Health Sciences Center over recent years as the result of a prolonged, intense and democratic process of construction. lt is the fruit of many seeds sown in recent years with support from the UNI program, which has catalyzed the search for answers of the following, How to construct a proposal for transforming medical education? How to bring about the necessary changes? How to make them lasting? What are they? Who should participate in them? Resistance and opposition are natural and proper to change of this kind. It is hoped, however, that some of the important lessons learned can be shared by those who are participating in this ongoing - and thus necessarily imperfect and insufficient - process, and who nonetheless fortered opportunities to create strategies to implement these processes and to take them beyond simplifications.
Keywords:
Medical education - trends; Problem-based learning