The aim of this paper is to present the results of an empirical investigation into students' perceptions of the construction of autonomy in a teaching context, via a medical course featuring a curriculum centered on Problem-Based Learning. It constitutes both a qualitative and exploratory study, using semi-structured interviews. The results suggest a positive response/adaptation to the PBL, reflecting changes in student behavior. However, it is questionable whether this change in attitude reported by the students really indicates more active participation in the construction of knowledge itself - pointing to autonomy in the teaching context - or just a way of adapting to the method.
Professional Autonomy; Medical Education; Problem-Based Learning