Team-Based Learning methodology applied to the construction of a child delivery plan model.

Renata Marien Knupp Medeiros,Angélica Pereira Borges,Mara Regina Rosa Ribeiro,Áurea Christina De Paula Corrêa,Luanna Arruda E Silva Dalprá

doi:10.1590/0034-7167-2019-0910

Abstract

to report an experience using the Team-Based Learning methodology for the development of a standard model for Birth Plans by health professionals. experience report on the use of Team-Based Learning to develop care technology, with the participation of 120 professionals from two municipalities located in the Midwest Region. the use of Team-Based Learning in this experience enabled the construction of a Child Delivery Plan model based on the theoretical approach to the theme, a critical reflection exercise, an in-depth discussion, decision-making, after what a consensus was reached. The methodology enabled the (co) construction of knowledge in small groups, teamwork, accountability, and satisfaction among the participants. the use of the TeamBased Learning methodology proved to be effective as a discussion strategy, building consensus and syntheses for the elaboration of a care technology aimed at the pregnancy-parturition period.

Highlights

The use of active teaching-learning methodologies has been more frequent in health education as it is consistent with the desired professional profile for the area
Considering the potentialities of Team-Based Learning (TBL) in the teaching-learning process and the need to contribute to the qualification of reproductive health care, the innovative construction of a care technology aimed at the pregnant-parturitive period was proposed
The reported experience highlights TBL as a powerful learning methodology, since it required professionals to actively participate in all stages of the proposed activity, providing theoretical approach to the theme, the exercise of critical reflection, in-depth discussion, and decision-making actions

Summary

INTRODUCTION

The use of active teaching-learning methodologies has been more frequent in health education as it is consistent with the desired professional profile for the area. The benefits of active methodologies include the development of student autonomy by breaking with the traditional educational model, encouraging critical reflection, the integration between theory and practice and the collective and dialogical construction of knowledge(1) In this context, Team-Based Learning (TBL) is an active methodology, which is characterized mainly by requiring the student’s active participation and collaboration through team performance. Considering the potentialities of TBL in the teaching-learning process and the need to contribute to the qualification of reproductive health care, the innovative construction of a care technology aimed at the pregnant-parturitive period was proposed This technology was called the Birth Plan, and it involved different actors (nursing students, research professors, and health professionals) from different settings. In view of the above, the following question emerged: Is TBL configured as an effective methodology for the collaborative construction of health technologies?

OBJECTIVES

DISCUSSION

Study limitations