Polytechnic University of Valencia Congress, First International Conference on Higher Education Advances

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The contributions of social interdisciplinary practices in problem-based learning medicine course.
Marcelo Fernandes da Silva, Pollyanna Alves Dias Costa, Maria Conceição Scaldaferri Fernandes, Ana Carolina Alvares Lavigne de Lemos Tavares, Meire Núbia Santana, Mercia Alves da Silva Margotto

Last modified: 10-06-2015


Traditional and basic disciplines of medicine schools are rarely invited to participate of interdisciplinary experiences outside the classroom. Although exists vast literature on problem-based learning medicine courses, there are few studies focusing the socialization of students to learn more complex topics. In this paper, the authors revisited the diagnostic of local health based on Charles Maguerez’s arch method that enables the collective construction of knowledge, starting with the observation of family health center attributions. Students were encouraged to collaborate with health agents to investigate the causes of illness in the community. Dengue emerged as a main health problem and it was used as central theme. After the students had theorized about main problems, they developed a strategy in order to propose alternatives for a communitarian intervention plan. Then, day-care and healthcare centers, schools, health agents and students of medicine were involved in a multiple educational approach to increase the awareness of community on dengue prevention. The analysis of data reveals that problem-based learning with social insertion helped the students to develop skills and core competences to a more realistic practice of socialized medicine integrated with health service.


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