Análise da percepção de docentes em relação ao papel do tutor especialista comparado ao não especialista, na aprendizagem baseada em problemas, em curso de medicina : uma abordagem qualitativa

Abstract

Introduction: Problem-based learning (PBL) is a teaching method based on andragogy and the understanding of the working mechanisms of human memory. In PBL, the focus of teaching shifts from the teacher to the student, who no longer plays a passive role in learning but actively constructs knowledge through problem-solving in tutorial groups. The tutorial group (TG) consists of a small number of students, usually up to 10, and a tutor who facilitates discussions. Numerous studies have been conducted to identify the characteristics that contribute to the tutor's optimal performance, including the advantages and disadvantages of being an expert in the tutorial group's subject. However, most of these studies have focused on the learners, exploring their opinions, interactions, or educational responses to different types of teachers. Few studies have assessed the perspective of educators and their self-perception regarding the variables influencing the effectiveness of their work, and there is also a scarcity of studies with a qualitative approach. Objective: The objective was to understand educators' perceptions of the roles of expert and non-expert tutors in problem-based learning tutorial groups. Methodology: This is a descriptive study with a qualitative approach to the Problem-Based Learning Tutorial Group strategy conducted at the Faculty of Medicine of Prof. Edson Antônio VelanoUniversity/Foundation of Teaching and Technology of Alfenas - UNIFENAS/FETA -BH. The non-probabilistic, intentional type sample included 22 teachers from the basic and clinical cycles, recruited through individual invitations. Data collection involved participants' consent through the informed consent form, a sociodemographic questionnaire, and online semi-structured group interviews. Transcriptions were qualitatively analyzed using the content analysis technique proposed by Bardin. Results: Comparative analysis between expert and non-expert tutors highlighted the advantages and disadvantages of both approaches. While experts provide in-depth knowledge and ease in contextualizing content, there is a risk of information overload. On the other hand, non-expert tutors face challenges in motivation and responding to specific questions but have a lower risk of deviating from learning objectives. Tutors' mental health, especially non-experts, emerged as a significant concern, emphasizing the need for mutual support and collaboration to cope with perceived pressures. Conclusion: Ultimately, this research underscores the complexity of facilitating tutorial groups and the need for tutors with both technical knowledge in the subject, and training in PBL methodology, coupled with continuous training to prevent erosion of the method.