OBJECTIVES: To investigate the opinions of teachers from the medical course at Unimontes about experiences in active learning and the PBL curriculum. METHODS: A group of 38 teachers, tutors, module builders and coordinators, instructors and preceptors, from the first, fourth and sixth years. Quantitative (questionnaire, analyzed and expressed in graphs) and qualitative (semi-structured interviews with subsequent content analysis) approaches were used. RESULTS: A change in posture was identified by the teachers, particularly in terms of: greater responsibility for student learning (44 mentions), teacher's active participation in the curricular construction (37 mentions) and a learning facilitation role played by teachers (32 mentions). A lack of teacher commitment/involvement was found (27 mentions) and teachers' inexperience with the PBL (12 mentions). CONCLUSION: Active learning has been recognized as the basis for future professional activities and the PBL as a potential curriculum-guiding strategy. The curriculum proved to be essentially challenging in relation to teacher commitment/ability to play diverse, multidisciplinary and learning facilitator roles. Further studies are still required into the repercussions of teacher performance and the learning differentials of the PBL on medical practice and public health needs.
Medical Education; Problem Based Learning; Curriculum; Active Learning; Teacher; Medical Formation
