Trabalho, Educação e Saúde - TES (Work, Education and Health) is an open access scientific journal, edited by the Joaquim Venâncio Polytechnic School of Health, from Oswaldo Cruz Foundation.

Problem-based learning and the training of the physiotherapist: a case study

  • Fabiola Hermes Chesani
  • Sylvia Regina Pedrosa Maestrelli
  • Luiz Roberto Agea Cutolo
  • Rosa Nunes
  • Fabiola Hermes Chesani

    Universidade do Vale do Itajaí, Centro de Ciências da Saúde, Itajaí, Santa Catarina, Brasil.

    Sylvia Regina Pedrosa Maestrelli

    Universidade Federal de Santa Catarina, Centro de Ciências Biológicas, Departamento de Biologia Celular, Embriologia e Genética, Florianópolis, Santa Catarina, Brasil.

    Luiz Roberto Agea Cutolo

    Universidade Federal de Santa Catarina, Departamento de Pediatria da Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil.

    Rosa Nunes

    Universidade do Porto, Faculdade de Psicologia e Ciências da Educação, Programa Doutoral em Ciências da Educação, Porto, Portugal.



Abstract

The overall objective of the study was to investigate limits and possibilities of problem-based learning in the training of the physiotherapist. The study is characterized as qualitative research, and data were collected through interviews and questionnaires conducted with teachers and students of a physical therapy course, in addition to classroom observations. The data were analyzed based on content analysis. The three thematic blocks defined in advance addressed the health-disease process conception, perception, and focus of the curriculum. Finally, we indicate the perception of the health-disease process, the lack of theoretical bases, of student participation, the difference in personalities, and individualized study as limits in the physiotherapist’s training. The potentialities pointed out relate to good communication, joint work promoting professional skills, mutual help, and discussion of subjects, such as content integration, and independent studies. This study showed signs that in the training investigated there are more limits than possibilities regarding forming a more critical, reflective, and humanistic professional. We also recognize the possibility of Problem-Based Learning as pedagogical practice in favor of a more humane and critical training.

Keywords

vocational training,
problem-based learning,
physiotherapy

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