Introduction. It is necessary to adapt didactic techniques that favor the achievement of skills in a virtual, synchronous or asynchronous way, in anticipation of socially complex contingent situations that make it difficult to attend, as has been the current COVID-19 pandemic. Objective. To identify the perception of student satisfaction regarding the use of Team-Based Learning (TBL) as an active and participatory methodology in emergency remote teaching and its relationship with academic performance in students of the Universidad Católica de la Santísima Concepción (UCSC) Medical Technology major. Subjects and methods. A pedagogical intervention was carried out in the Human Physiology course of the UCSC School of Medicine, in which the TBL was used as a method of supporting the learning of contents delivered in synchronous online classes in two theoretical units: renal and digestive. The collection of data on the perception of satisfaction was carried out through a self-developed survey. The grades were obtained from the academic record of the course. A descriptive-correlational statistical analysis was performed. Results. Acceptable internal consistency of the various items of the perception of satisfaction scale was found. Better perception was reported for the items of methodology and self-regulation of learning, with a greater positive correlation for those students with better academic performance. Conclusions. The TBL as a didactic technique to favor interaction and learning in traditional contexts, seems likely to maintain this characteristic that favors interaction and learning, when it is adapted to socially complex conditions such as the context of the COVID-19 pandemic.

Introducción. Es necesario adaptar técnicas didácticas que favorezcan el logro de competencias de modo virtual, sincrónico o asincrónico, en previsión de situaciones contingentes socialmente complejas que dificulten la presencialidad, como ha sido la actual pandemia de COVID-19. Objetivo. Identificar la percepción de satisfacción de los estudiantes sobre el uso del Team-Based Learning (TBL) como una metodología activa y participativa en la enseñanza remota de emergencia y su relación con el rendimiento académico en estudiantes de la carrera de Tecnología Médica de la Universidad Católica de la Santísima Concepción (UCSC). Sujetos y métodos. Se realizó una intervención pedagógica en el curso de Fisiología Humana de la Facultad de Medicina de la UCSC, en la cual se empleó el TBL como método de apoyo al aprendizaje de contenidos entregados en clases sincrónicas en línea en dos unidades teóricas: renal y digestivo. La recolección de datos sobre percepción de satisfacción se realizó a través de una encuesta de elaboración propia. Las calificaciones se obtuvieron del registro académico del curso. Se realizó un análisis estadístico descriptivo-correlacional. Resultados. Se encontró aceptable consistencia interna de los diversos ítems de la escala de percepción de satisfacción. Se describió una mejor percepción para los ítems de metodología y autorregulación del aprendizaje, con una mayor correlación positiva para los estudiantes con mejor rendimiento académico. Conclusiones. El TBL, como técnica didáctica para favorecer la interacción y el aprendizaje en contextos tradicionales, parece susceptible de mantener esta característica favorecedora de interacción y aprendizaje cuando es adaptada a condiciones complejas socialmente, como ha sido el contexto de pandemia de COVID-19.

BACKGROUND: Collaborative clinical facilitation converges key players to guide students individually and within groups towards achieving clinical nursing competence. However, experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and nursing and midwifery students are often fragmented and have been largely unexplored in Ghana. AIM: To describe the experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and final year nursing and midwifery students in Northern Ghana. SETTING: The study was conducted at two nursing and midwifery colleges and an academic hospital in Northern Ghana. METHODS: A qualitative, descriptive, exploratory design was utilized. Forty-six participants comprising 16 nurse educators, 10 clinical preceptors, 10 nursing students and 10 midwifery students were purposively sampled. Focus groups and in-depth interviews were used to gather data and analysed thematically. RESULTS: Three themes revealed facilitative experiences of collaborative clinical facilitation: team-based clinical mentorship and supervision, personalised preceptorship, and clinical conferences. Two themes emerged inhibitory to collaborative clinical facilitation: staff shortages and lack of timely communication. CONCLUSION: This study found that team mentorship, preceptorship and conferences fostered collaborative clinical partnerships for students' clinical learning. However, failure to engage in timeous communication in the midst of staff shortages hampered its smooth practice. Orientation workshops need to be organised for key players to share relevant updates and explore ways to navigate the challenges often experienced within the clinical training environment. CONTRIBUTION: This paper provides insight into the collaborative nature of clinical facilitation; and highlights the need for coordinated clinical placements to enhance students' clinical learning.

Abstract: Introduction: Team-Based Learning (TBL) is a method widely used in the teaching of health promotion as it instigates the exercise of skills such as leadership, teamwork and decision-making. With the emergence of the COVID-19 pandemic, there was a general need to adapt medical education to the remote environment. Thus, the objective of this article is to describe the experience of adapting a curricular component of Public Health to the online scenario, maintaining TBL as a teaching-learning methodology of health promotion, even during the pandemic. Experience Report: The method was applied through videoconferences and a platform with resources for the application of tests according to the TBL format. With the meetings, students developed essential skills about health promotion, such as salutogenesis, the illness metaphor during the process of getting sick, prevention and health education. Discussion: TBL develops students’ skills such as teamwork, leadership and dialogue. These competencies are prescribed in the National Curricular Guidelines for undergraduate medical training, and are essential in the practice of health promotion. Furthermore, the discipline promoted a salutogenic construction of the students’ capacities, developing skills based on their potential, just as in an operational group. Also, the application of TBL allowed the continued smooth teaching of health promotion despite the remote learning scenario, because this methodology encourages active learning and offers the possibility of applying the knowledge obtained in practical situations. The main limitations of the experience were difficulties encountered in accessing distance learning platforms, the limitations to non-verbal communication and the control over consultation materials during the execution of each stage. Conclusion: The adaptation of the TBL method to the remote scenario stimulated the practice of communicative and argumentative skills that are essential to the work with operative groups in the community and allowed students to apply the learned concepts in practical situations, despite the remote learning environment.

Resumo: Introdução: A Aprendizagem Baseada em Equipes (ABE) é um método muito utilizado no ensino da promoção de saúde, pois instiga o exercício de habilidades como a liderança, o trabalho em equipe e a tomada de decisões. Com a pandemia da Covid-19, houve a necessidade de adaptar o ensino médico para o âmbito remoto. Assim, o objetivo deste artigo é descrever a experiência de adaptação de um componente curricular de Saúde Coletiva ao ambiente on-line, mantendo a ABE como método de ensino-aprendizagem da promoção de saúde, mesmo em tempos de pandemia. Relato de experiência: A aplicação do método foi feita por meio de videoconferências e de uma plataforma com recursos para a aplicação dos testes conforme o formato da ABE. Com os encontros, os estudantes desenvolveram competências essenciais à promoção da saúde, como salutogênese, metáforas da enfermidade na experiência do adoecimento, prevenção de agravos e educação em saúde. Discussão: A ABE consegue desenvolver no estudante habilidades como o trabalho em equipe, a liderança e o diálogo. Essas competências são preconizadas pelas Diretrizes Curriculares Nacionais durante a formação médica, além de serem essenciais na prática da promoção da saúde. Além disso, nota-se que o componente curricular promoveu uma construção salutogênica das capacidades dos alunos, desenvolvendo habilidades a partir das potencialidades dos estudantes, tal como em um grupo operativo. Ademais, a aplicação da ABE permitiu a continuidade do ensino de qualidade da promoção de saúde, mesmo em ambiente remoto, tendo em vista que essa metodologia estimula a aprendizagem ativa e oferece a possibilidade de aplicar os conhecimentos obtidos em situações práticas. As principais limitações da experiência foram as dificuldades de acesso às plataformas de ensino remoto, as restrições à comunicação não verbal e o controle sobre o acesso a materiais de consulta durante a execução de cada etapa. Conclusão: A adaptação da ABE ao ambiente remoto estimulou a prática de habilidades comunicativas e de argumentação que são essenciais à facilitação de grupos operativos na comunidade e permitiu que os estudantes aplicassem os conceitos aprendidos em situações práticas, apesar do ambiente remoto de ensino.

Abstract: Introduction: The undergraduate medical course of the State University of Londrina was the second in Brazil to adopt an integrated curriculum and Problem-Based Learning (PBL). Despite its innovative curriculum, which became a reference for other schools, new assessments showed the need to reform it. Experience Report: Systematic course evaluations showed some issues: difficulties in adaptation of new students attending the first year; disorganized sequence of contents throughout the course; teachers’ lack of motivation for activities from first to the fourth years; need to include new contents; and deterioration of the methodology (PBL) in third and fourth years. A wide collective effort for curricular reform was initiated, which led to important changes, such as: a more welcoming first year, by including mentoring and activities for the leveling of basic knowledge; chronological reorganization of contents; redesign of modules around great areas of knowledge or related specialties; adoption of new and more motivating active learning and teaching methodologies, and the inclusion of new topics/trends. Discussion: The adoption of other active learning and teaching methodologies present strategic advantages in replacement for PBL. Team-Based Learning (TBL) is a more structured method than PBL, so it can help newcomers to adapt to the first year and make it easier to implement active methodologies in a context of teacher shortage. Case-Based Learning (CBL) generates higher motivation and can be more effective to foster the development of clinical reasoning skills in the preclinical years. Conclusion: The new curriculum, incorporating the changes described above, started in 2022. Further evaluations will show whether the changes will improve the course in terms of adaptability, motivation and learning outcomes.

Resumo: Introdução: O curso de graduação em Medicina da Universidade Estadual de Londrina foi o segundo do Brasil a adotar currículo integrado e Aprendizagem Baseada em Problemas (PBL). Apesar de seu currículo inovador ter servido de referência a outras escolas, avaliações recentes mostraram a necessidade de reforma. Relato de experiência: As avaliações sistemáticas do curso indicaram os seguintes problemas: dificuldade de adaptação dos ingressantes à primeira série; desorganização da sequência de conteúdos ao longo do curso; falta de motivação docente para as atividades da primeira à quarta série; necessidade de incluir tópicos obrigatórios e novas tendências; e desgaste da metodologia (PBL) a partir da terceira série. Um amplo trabalho de reforma curricular foi iniciado, baseado na construção coletiva, culminando em mudanças, como: o desenho de uma primeira série mais acolhedora por meio da inclusão de nivelamento de ciências básicas e mentoria; a reorganização cronológica dos conteúdos; o redesenho dos módulos, agora organizados ao redor de grandes áreas ou especialidades afins; a adoção de metodologias ativas mais motivadoras; e a inclusão de novos conteúdos. Discussão: A adoção de novas metodologias ativas em substituição à PBL em alguns momentos apresenta vantagens estratégicas. A Aprendizagem Baseada em Equipes (TBL), mais estruturada que a PBL, pode ajudar na adaptação dos ingressantes à primeira série e facilitar a realização de metodologias ativas num contexto de escassez de docentes. A Aprendizagem Baseada em Casos (CBL) é mais motivadora e pode ser mais efetiva para desenvolver habilidades de raciocínio clínico nas séries pré-internato. Conclusão: O novo currículo, que incorpora as mudanças mencionadas, foi implantado em 2022. Novas avaliações mostrarão se as mudanças trarão melhorias ao curso em termos de adaptação, motivação e resultados de aprendizagem.

Abstract: Introduction: One of the aims of Law 12.871/2013, also known as the Mais Médicos (More Doctors) Law, was the implementation of actions to reorganize the provision of Medicine courses. These actions would prioritize health regions with a lower ratio of vacancies and doctors per inhabitant and with a health service structure, and establish new parameters for medical training in Brazil. In turn, the National Curriculum Guidelines (DCNs) for Undergraduate Medicine Courses were created for the organization, development, and evaluation of these courses within the scope of the country’s higher education systems. The DCNs are the result of a long process of diagnosis and proposals for intervention in Medicine courses since the 1990s, which began with the CINAEM Project (National Interinstitutional Commission for the Evaluation of Medical Education), through the observation of many domestic and international experiences of curricular change implementations. Experience report: This work aims to present the process of construction and implementation of a competency-oriented curriculum, correlating, in this process, the teaching-learning methodologies and the curriculum model. Discussion: Teacher Development Workshops were offered with a focus on active learning methodologies through an organized movement among teachers, covering problem-based learning, team-based learning, dialogued lecture, realistic simulation and problematization. In specific modules, the evaluation of the process, the performance of the student and the institution were also addressed. Final Considerations: The implementation of this curriculum model became a landmark change in the institution, involving educational management, infrastructure, and implementation in the medical course, benefiting the whole school. The possibility of creating teaching scenarios beyond the HEI spaces provided greater knowledge of reality, opening space for new projects with the community, stimulating the exchange between teaching, service and the community.

Resumo: Introdução: A Lei nº 12.871/2013, também conhecida como Lei do Mais Médicos, buscou, entre outras ações, reordenar a oferta de cursos de Medicina, priorizando regiões de saúde com menor relação de vagas e médicos por habitante e com estrutura de serviços de saúde, além de estabelecer novos parâmetros para a formação médica no país. Por sua vez, as Diretrizes Curriculares Nacionais (DCN) dos cursos de graduação em Medicina foram criadas para a organização, o desenvolvimento e a avaliação desses cursos no âmbito dos sistemas de ensino superior do país. As DCN decorrem de um longo processo de diagnóstico e propostas de intervenção nos cursos de Medicina desde os anos 1990, iniciado com o Projeto da Comissão Interinstitucional Nacional de Avaliação do Ensino Médico (Cinaem), mediante a observação de muitas experiências, nacionais e internacionais, que implementaram mudanças curriculares. Relato de experiência: Este trabalho tem como objetivo apresentar o processo de construção e implementação de um currículo orientado por competências, correlacionando, nesse processo, as metodologias de ensino aprendizagem e o modelo curricular. Discussão: Foram ofertadas oficinas de desenvolvimento docente com foco nas metodologias ativas de ensino-aprendizagem por meio de um movimento organizado entre os docentes, contemplando o aprendizado baseado em problemas, o aprendizado baseado em equipes, a preleção dialogada, a simulação realística e a problematização. Também se abordou, em módulos específicos, a avaliação do processo, do desempenho do estudante e da instituição. Conclusão: A implantação desse modelo curricular tornou-se um marco de mudanças na instituição, pois envolveu gestão educacional, infraestrutura e implementação no curso de Medicina, de modo a beneficiar a escola como um todo. A possibilidade de criação de cenários de ensino para além dos espaços das IES proporcionou maior conhecimento da realidade, abriu espaço para novos projetos destinados à comunidade e estimulou o intercâmbio entre o ensino, o serviço e a comunidade.

Resumen: En este estudio se compara cómo los estudiantes perciben su aprendizaje cuando se combina la metodología TBL (Team-Based Learning, en inglés) con diferentes técnicas y herramientas computarizadas (Post-it, Padlet, y Power Point), que se utilizan para exponer resultados. Los profesores buscan mejorar el proceso de aprendizaje de los estudiantes mediante el empleo de diferentes técnicas docentes. Para el análisis, se plantean encuestas a 175 estudiantes de postgrado, de una universidad española, y se analizan estadísticamente los resultados, clasificados por género, edad, región de procedencia y estudios previos. Los resultados muestran una preferencia general por el empleo de las técnicas más informatizadas, aunque con diferencias a tener en cuenta, según las características de los estudiantes. Se concluye que la combinación del empleo de TBL con diferentes técnicas de exposición permite a los estudiantes mejorar sus conocimientos, habilidades sociales, integración en grupos, capacidad de hablar en público, organización de ideas y despierta su interés.

Abstract: This study compares how students perceive their learning when a TBL (Team-Based Learning) methodology is combined with computer tools (Post-it, Padlet, and Power Point) and with different techniques for presenting results. Teachers seek to improve student-learning processes by applying various teaching techniques. Surveys are conducted on 175 postgraduate students from a Spanish university. The results are statistically analyzed and classified by gender, age, region of origin, and previous studies. The results show an overall preference for using the most computerized techniques, but differed according to student characteristics. It is concluded that combining TBL with different techniques for presenting results enhances student knowledge, social abilities, group integration skills, public speaking, arrangement of ideas, and interest.

Abstract Background Team-based learning (TBL) is a student-centered and teacher-directed teaching strategy. In contrast to the traditional lecture-based learning (LBL), TBL is committed to promoting self-directed learning and teamwork among students. A systematic review and meta-analysis of the literatures was performed to compare the teaching effects between TBL and LBL in dental students. Methods: Literature review was conducted from electronic databases including PubMed, Ovid, Web of science, Embase, China National Knowledge Infrastructure (CNKI), VIP and Wanfang Database up to January 12, 2020. Results: A total of 12 articles with 831 students were included in this meta-analysis. The results showed that students in the TBL group performed better than those in the LBL group in terms of theoretical grades (SMD: 1.29, p=0.002, 95%CI: 0.46-2.13), case analysis (SMD: 2.50, p<0.05, 95%CI 1.44-3.55) and grades of practice ability (SMD: 1.90, p=0.002, 95%CI: 0.68-3.12). However, the results of each parameter followed a significantly high heterogeneity (I2=96%, 92%, 93%, respectively). The quality of included studies was mostly good. Conclusion: TBL might be more effective to increase the absorption of theoretical knowledge and improve the ability of case analysis and practice. More well-designed and rigorous studies are required to validate this conclusion.

Introduction. To determine the effectiveness of the electronic case-based portfolio combined with the flipped classroom and team-based learning on academic performance. Subjects and methods. Quasi-experimental pretest-post study of a single group carried out during the year 2020, in 15 medical students (6 men, 9 women) of an online module of surgical oncology at the Antenor Orrego Private University, Trujillo, Peru. Results. The average score of the theoretical exam at the end (13.8 ± 13.12) was significantly higher than that obtained at the beginning of the module (8.64 ± 2.29) (average increase of 5.17 ± 0.83; 95% confidence interval, 3.92 - 6.43; p <0.001). The average score in the virtual OSCE at the end of the module was 12.34 ± 2.21. Conclusions. The case-based electronic portfolio model combined with the flipped classroom and team-based learning is effective in academic performance in the teaching of surgical oncology.

Introducción. Determinar la efectividad del portafolio electrónico basado en casos combinado con el aula invertida y el aprendizaje basado en equipos en el rendimiento académico. Sujetos y métodos. Estudio cuasi experimental pretest-postest de un solo grupo realizado durante 2020 en 15 estudiantes de medicina (seis varones y nueve mujeres) de un módulo en línea de oncología quirúrgica en la Universidad Privada Antenor Orrego, Trujillo, Perú. Resultados. La puntuación promedio del examen teórico al final (13,8 ± 13,12) fue significativamente más alta que la obtenida al inicio del módulo (8,64 ± 2,29) (aumento promedio de 5,17 ± 0,83; intervalo de confianza al 95%, 3,92-6,43; p < 0,001). La puntuación promedio en el examen clínico objetivo estructurado virtual al final del módulo fue 12,34 ± 2,21. Conclusiones. El modelo de portafolio electrónico basado en casos combinado con el aula invertida y el aprendizaje basado en equipos es efectivo en el rendimiento académico en la enseñanza de oncología quirúrgica.

ABSTRACT Soil Education aims to give individuals a transforming formative process for conscious actions related to the soil in their life experiences in and with the world. As such, the educational methodologies addressing soil-related contents should be in dialogue with the purpose of this educational process. On the perspective of education for social transformation, it is recommended that professors of Higher Education avoid from pedagogical actions with traditional approaches, and start using other strategies and methodologies centered on students and their context. With the challenge of addressing the implementation of emancipatory principles in educational procedures within the disciplinary structure of a traditional paradigm of education and achieving the aim of Soil Education, we put forward the Alternative Methodology of Problem Cases (AMPC), which was shaped up from two methodologies with constructivist principles, P roblem-Based Learning (PBL) and Team-Based Learning (TBL). This methodology is divided into three phases (preparation, application, and reflection), which are in turn divided into seven steps that complement each other (recovery of socio-historical knowing and knowledge; study of the themes; problem case resolution; team guidance; individual activity report; and individual and collective feedback). In addition, the steps contain individual and team assignments, which revolve around the resolution of problem cases related to the future profession. The AMPC is different from PBL and TBL as the former is grounded on emancipatory principles that facilitate the development of educational processes that value the socio-historical knowing and knowledge of individuals and enable the development of students’ autonomy, creativity, critical thinking, and awareness for actions in real life. The challenges through which individuals can develop relational, complex, and critical thinking, apply them to professional life situations, confront and reframe their knowledge and knowing, as well as create solutions and plan future scenarios with the practice of solving problem cases about soils consist in the capacity of AMPC to be efficient to soil learning.

SUMMARY: Due to the growing demand for digital resources in teaching and evaluation in morphology, it is necessary to adequately evaluate the learning outcomes acquired. The realization of traditional evaluations in digital format is not an adequate instrument to measure the acquired learning levels. In the present work we show a team-based learning strategy, in which the sense of play, teamwork, and motivation are enhanced, along with activities that allow students to demonstrate that they function in the most complex levels of learning.

RESUMEN: Debido a la creciente demanda de recursos digitales en la enseñanza y evaluación en morfología, se ha planteado el desafío de evaluar adecuadamente los resultados de aprendizaje adquiridos, la realización de evaluaciones tradicionales en formato digital no es un instrumento adecuado para medir los niveles de aprendizaje adquiridos, lo que hace necesario desarrollar estrategias de enseñanza y evaluación que nos permitan evidenciar de mejor manera lo que los estudiantes aprenden en este formato. En el presente trabajo entregamos una estrategia de aprendizaje basado en equipos, en los cuales se potencia el sentido lúdico, el trabajo en equipo, la motivación, en conjunto con actividades que permiten que los estudiantes demuestren que se desenvuelven en los niveles más complejos del aprendizaje.

Resumen Este artículo es un extracto de la investigación de la Maestría titulada “El uso de la Metodología de Aprendizaje Basado en Equipos (TBL) combinado con la Tecnología: Percepciones sobre el Aprendizaje Contable Básico en el Curso Técnico de Administración”. La pregunta que orientó el desarrollo de la investigación de este Máster fue: ¿puede la metodología activa de Aprendizaje Basado en Equipos (TBL), combinada con la tecnología digital, proporcionar un aprendizaje colaborativo de conceptos básicos de contabilidad en el curso técnico de Administración? Con base en esta investigación, el propósito principal del estudio presentado en este artículo fue evaluar las contribuciones del uso de la metodología TBL, combinada con la plataforma gratuita TBL Active, que fue creada para ayudar en la aplicación de esta metodología activa, en aprender los conceptos básicos de Contabilidad en el curso técnico de Administración. El enfoque adoptado fue el mixto, ya que este estudio combinó métodos cualitativos y cuantitativos en una investigación de intervención. El contexto en el que se desarrolló esta investigación fue un curso técnico en Administración, impartido en una escuela pública ubicada en una pequeña ciudad en el interior de São Paulo/ Brasil. Por tanto, se definió como participantes una clase de 34 estudiantes. Como instrumentos de recolección de datos se utilizaron la observación y la aplicación de cuestionarios. Los principales resultados demostraron la ocurrencia de un aprendizaje colaborativo de contabilidad. Además, dejaron en claro que había respuestas correctas al comparar tanto las respuestas individuales como las efectuadas en equipo. Se logró la participación activa y el aprendizaje significativo del contenido con la aplicación de la metodología Team Based Learning.

Resumo O presente artigo constitui-se um recorte da pesquisa de Mestrado intitulada “O Uso da Metodologia Team-Based Learning (TBL) aliada à Tecnologia: Percepções sobre a Aprendizagem de Contabilidade Básica no Curso Técnico em Administração”. A questão que norteou o desenvolvimento desta investigação de Mestrado foi: a metodologia ativa Team-Based Learning (TBL) aliada à tecnologia digital pode proporcionar uma aprendizagem colaborativa de conceitos básicos de Contabilidade no curso técnico em Administração? A partir dessa indagação, definiu-se como principal finalidade para o estudo apresentado neste artigo avaliar as contribuições da utilização da metodologia TBL, aliada à plataforma gratuita TBL Active, que foi criada para auxiliar na aplicação dessa metodologia ativa, na aprendizagem de conceitos básicos de Contabilidade no curso técnico em Administração. A abordagem adotada foi a quali-quantitativa, uma vez que este estudo combinou métodos qualitativos e quantitativos em uma pesquisa intervenção. O contexto no qual esta pesquisa se desenvolveu foi um curso técnico em Administração, ofertado em uma escola pública situada em uma cidade de pequeno porte, no interior de São Paulo/Brasil. Sendo assim, definiu-se como participantes uma turma de 34 estudantes. Como instrumentos de coleta de dados, utilizou-se a observação e a aplicação de questionários. Os principais resultados demonstraram a ocorrência de uma aprendizagem colaborativa da Contabilidade. Além disso, explicitaram de forma significativa que houve acertos, quando comparadas as respostas individuais e em equipe. A participação ativa e a aprendizagem significativa do conteúdo foram alcançadas com a aplicação da metodologia Aprendizagem Baseada em Equipes.

Abstract The current article constitutes in an excerpt from the Mater’s Degree research entitled as “The use of the Team-Based Learning (TBL) Methodology allied to technology: Perceptions over the learning of basic accounting in the Technical Course in Administration”. The question that guided the development of this Master's research was: can the Team-Based Learning (TBL) active methodology allied to digital technology provide collective learning of basic accounting concepts in the Technical Course in Administration? Based on this inquiry, the main purpose of the study presented in this article was to evaluate the contributions of the use of the TBL methodology, combined with the free platform TBL Active, which was created to assist in the application of this active methodology, in learning the basic concepts of Accounting in the technical course in Administration. The approach adopted was the quali-quantitative one since this study combined qualitative and quantitative methods in an intervention research. The development of this research took place in a public school, in the technical course in Administration, placed in the countryside of São Paulo/Brazil. Therefore, the participants were set as a class of 34 students. The observation and application of surveys were used as data collection tools. The main results showed the occurrence of collective learning of Accounting. Other than that, when comparing the individual answers to the collective answers, it showed significative successes. The active participation and the significative learning of the given content were achieved by means of the Team-Based Learning Methodology.

ABSTRACT Introduction: Neurology teaching has faced difficulties nowadays, the reason why the term “neurophobia” has emerged, used to characterize any difficulty and fear that medical students worldwide report when it comes to Neurology-related content. Studies have shown that traditionally chosen teaching strategies are the main causes for this phenomenon. Methodological choices, such as team-based learning, represents a solution in this context. Objective: To argue how team-based learning is implemented, its characteristics and how Neurology teaching can be developed using this method. Methods: An integrative review was carried out, between 2002 and 2019, in the ERIC, MEDLINE, PUBMED and EBSCO databases, using the words aprendizaje [learning], estrategias de enseñanza [teaching strategies], aprendizaje en equipo [team learning], neurología [neurology] and examen neurológico [neurological examination]. The studies were included if they dealt with the benefit of the neurology team-based learning method, its characteristics and principles. Results: Fourteen articles and systematic reviews were found, in which the method was defined in terms of its principles and benefits for neurology learning, which reinforced its role as a solution for settings in which it was difficult to learn these contents. Conclusions: The application of this method requires, according to the literature review, adequate planning and development of evaluation instruments. The benefits of the method are evident, even as an option in the fight against neurophobia.

RESUMEN Introducción: La enseñanza de la neurología se ha enfrentado a dificultades hoy en día, por lo que ha surgido el término “neurofobia”, que caracteriza la dificultad y el miedo que los estudiantes de medicina refieren en todo el mundo cuando se trata del contenido de la neurología. Los estudios han demostrado que las estrategias elegidas tradicionalmente para la enseñanza son las principales causas de este fenómeno. La opción de metodologías como el aprendizaje basado en equipo representa una solución en este contexto. Objetivo: Argumentar cómo se implementa el Aprendizaje Basado en Equipo, sus características y cómo puede desarrollarse la enseñanza de neurología mediante este método. Métodos: Se realizó una revisión integradora, a través de la base de datos ERIC, MEDLINE, PUBMED y EBSCO, y mediante las palabras Aprendizaje, Estrategias de enseñanza, Aprendizaje en Equipo, neurología y Examen neurológico, entre 2002 y 2019. Los estudios se incluyeron si trataban sobre el beneficio del método de Aprendizaje Basado en Equipo de neurología, sus características y principios. Resultados: Se encontraron 14 artículos y revisiones sistemáticas, en los cuales el método se definió en cuanto a sus principios y beneficios para el Aprendizaje en neurología, lo que reiteró su papel como una solución para contextos en los que resultaba difícil aprender estos contenidos. Conclusiones: La aplicación de este método requiere, según la revisión, una adecuada planificación y desarrollo de instrumentos de evaluación. Los beneficios del método son evidentes, incluso, como una opción en la lucha contra la neurofobia.

The study interrogates an annual course with undergraduate computer science students that took place against the background of national student protests at universities across South Africa to effect equitable access to higher education. As it involved blended approaches and a higher degree of out-of-class digital delivery, it showed that creative pedagogies are possible online and appeal to technologically savvy students, for whom the course was designed in the first place. It uses reflections by these students of their experience of collaborative work on a Scenario Pedagogy (SP) course, as well as the results of a survey of student collaborative practices in a digital space as a window into their learning trajectories. The study demonstrates and offers an understanding of how SP can contribute to developing computer science students as communicators in their discipline at university and future workplaces. It explores the usefulness of Communities of Practice (COP) and Knowledgeability across Landscapes of Practice (KLP) theory as an analytical toolset as well as a descriptive language for investigating and explaining learning events. The changing and changed landscape of higher education and the world of work present new challenges and opportunities, particularly in curriculum development and delivery. Utilising real-world "authentic" pedagogies and social learning theory provides appropriate tools for meeting these challenges. Exploring reflective practices and their contribution to the emerging of transformed practices and identities in the South African higher education sector would be a fruitful avenue of future research.

BACKGROUND: The benefit of deep learning compared with surface learning is the ability to retrieve, apply and integrate previously learnt knowledge rather than simply memorising course content most likely to be evaluated during assessments. Team-based learning (TBL) is an educational strategy that echoes the purpose of deeper learningOBJECTIVES: To identify whether TBL as a teaching strategy increases pharmacy students' understanding of theoretical workMETHOD: Fourth-year pharmacy students completed a questionnaire consisting of biographical data (gender, age and ethnicity) and 16 questions on their understanding of course content. A total of 183 students (91.5%) participated after giving informed consent that their data may be included in the studyRESULTS: The results indicated that, due to the implementation of TBL in the course, students perceived that they learnt more and made more effort, experienced increased understanding of content, perceived higher knowledge retention, performed better during assessments in the module where TBL was implemented and felt that course outcomes were achieved more easilyCONCLUSION: TBL as a teaching strategy could potentially promote deeper learning of course content

Abstract: The objective of this work is to know the perceptions and experiences of 39 students that belong to three teacher education programs in the north of Chile towards the Team-Based Learning. A mixed methodology with convergent design study was designed. A questionnaire and the written reflections of the participants were used to collect the data. The results show a positive perception towards the method and an enriching experience for the future teachers, developing in them crucial skills for their training such as collaborative work, social skills and their communication skills, in addition to the improvement in language skills in the case of one of the programs. The results of this research are in line with previous studies related to teacher training and other disciplines but provide new evidence about the value of Team-Based Learning in initial teacher training. However, further research is needed in this area, in the impact of the phases of the method and in the perceptions of teacher educators who incorporate this method into their teaching.

Resumen: El objetivo de este trabajo es conocer las percepciones y las experiencias de 39 estudiantes de tres pedagogías, de una universidad del norte de Chile hacia el método Aprendizaje Basado en Equipos. Se utiliza un enfoque mixto con un diseño convergente. Para recoger los datos se utilizó un cuestionario y las reflexiones escritas de los participantes. Los resultados muestran una percepción positiva hacia el método y una experiencia enriquecedora para los futuros profesores, desarrollando en ellos habilidades cruciales para su formación como el trabajo colaborativo, habilidades sociales y sus habilidades comunicativas, además de la mejora en las competencias lingüísticas en el caso de una de las pedagogías. Los resultados de esta investigación están en la línea de otros estudios previos relacionados con la formación de profesores y otras disciplinas, pero aportan nuevas evidencias acerca del valor del Aprendizaje Basado en Equipos en la formación inicial docente. No obstante, es necesario seguir investigando en esta área, en el impacto de las fases del método y en las percepciones de los formadores de formadores que incorporan este método a su docencia.