El aprendizaje basado en problemas y su utilidad en el desarrollo curricular en las ciencias de la salud.

Abstract

What to teach? When to teach? How to teach? What, how and when to evaluate? These are questions that should be permanently reassessed. Problem-based learning (PBL) is a methodological tool that can be implemented in the curricula of health areas so that science can be done within classrooms. This kind of learning also fosters an interdisciplinary context, and questions the traditional idea that knowledge is within completely nished conceptual frameworks, which are not susceptible to transform into practice for the benet of students and patients.

It should be noted that PBL requires different infrastructure and pedagogical models, starting with the formation of the tutors themselves. That is why strategies can be implemented so that, although it does not become an exclusive resource for professional training, it emerges as an alternative in some of the foundation or professionalization components of health programs. Teaching for understanding, encouraging inter-subjectivity and learning to learn are actions that take part in this constructivist teaching-learning process, where the protagonist must be the student. For this to happen, we must innovate so that the student acquires a commitment to life and becomes a generator or constructor of knowledge, within a social context of health, autonomy and self-regulation.