ABSTRACT
Introduction:
In 2020, the new coronavirus pandemic affected the whole world, causing historic changes in several sectors, including education, in which students were forced to quickly adapt to online learning.
Objective:
This study aimed to compare medical students’ adaptation to remote learning during the COVID-19 pandemic depending on whether they were following a PBL curriculum or a curriculum based on an expository disciplinary model.
Method:
This was a cross-sectional study. The sample was composed of students enrolled in the 2nd to 4th year of the Medicine course who had fully completed the questionnaire and attended at least one semester of remote learning during 2020.
Result:
A significant difference was found between the students’ adaptation to remote learning during the Covid-19 pandemic according to their study methodology; students using the PBL model showed better adaptation than those following an expository learning model.
Conclusion:
The study corroborated the results in the existing literature on the subject, which defends PBL as a better alternative for online learning.
Keywords:
PBL Curriculum; Problem-Based Learning; Medicine; COVID-19; Online Learning