Issue-based learning in medical training: report of experience of monitor of the INTA University Center, UNINTA

Abstract

This article explores the implementation of the issue-based learning methodology in the Physiology discipline of the INTA University Center (UNINTA), emphasizing the enriching experience of students and monitors. Medical physiology, crucial for understanding the basis of pathophysiology, connects basic sciences to medical practice. Monitoria, as a pedagogical tool, seeks to introduce students to the teaching profession and to stimulate the exchange of knowledge. In the methodology, monitors deepened in themes, elaborating objective and open questions to stimulate critical reasoning, focusing on physiological contextualization in clinical practice. Questions were validated by the advisor. Results highlight a gradual increase in adherence to the method, overcoming initial resistance. Teacher collaboration and forms via Google Forms with automatic feedback were essential. The conclusion is that issue-based learning promoted in-depth learning and positive academic outcomes. The monitoring proved valuable, broadening the students-monitors' perspective on the studied content, contributing to comprehensive learning.