USE OF DIGITAL PLATFORMS FOR PROBLEM-BASED LEARNING IN MEDICAL EDUCATION

Abstract

Objective: To conduct a systematic review on the use of digital platforms for Problem-Based Learning (PBL) in medical education. Methods: Articles published between 2000 and 2024 were searched, addressing PBL and the most commonly used digital platforms in health education. The databases with the best results were SciELO, ResearchGate, and the National Institutes of Health (NIH), and active searching yielded good results, albeit in smaller numbers. Articles that did not specify their methodology were excluded. Results: PBL has been utilized as an educational methodology in health-related courses, applied in the curricula of medical and nursing schools for over five decades. Its main objective is to develop competencies such as communication, collaboration, critical thinking, decision-making, and self-directed learning skills. In this approach, students work with real, specifically structured problems, providing a practical context to enhance knowledge and skills. Teachers thus act as facilitators or tutors. Conclusion: The integration of PBL with digital platforms such as Moodle, Google Classroom, and Microsoft Teams has enhanced the reach and efficiency of this method in an interactive learning environment, facilitating information exchange, material sharing, and monitoring of students' progress. Although it presents challenges, such as the need for greater teacher training and more resources, research indicates positive results in terms of knowledge retention and student satisfaction, especially when combined with digital technology.

Keywords: Problem-Based Learning (PBL), Health Education, Educational Platform, Teaching-Learning Process, Team Learning.