baseada na ABP, essa experiência mostra que tal metodologia pode ser utilizada de forma bem sucedida em algumas disciplinas do currículo. Palavras-Chave: Aprendizagem Baseada no Problema, Raciocínio Clínico,
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Problem Based Learning (PBL) was introduced as a new learning methodology at McMaster University in Canada in the 1960’s. Since then, PBL became an important alternative to traditional education models. Objective: to describe an experience of using PBL in a course of the undergraduate Occupational Therapy program]me at the Federal University of Minas Gerais. Methods: On the second semester of 2007, the discipline “Clinical reasoning in Occupational Therapy for Children” was offered to undergraduate students. The course was based in case studies and its aim was to develop the student’s clinical reasoning to conduct occupational therapy interventions for children. Results: Thirteen students volunteered to participate in the course; they were divided in two tutorial groups, each one tutored by a graduate student of the postgraduate Rehabilitation Sciences Programme, and both oriented by a professor. At the beginning, the students had difficulties with the new methodology, because they were not used to some PBL’s features. Throughout the semester, the students showed more independent performance on gathering and appraising information and reported, thorough a questionnaire responded at the end of the course, greater learning than with the traditional educational methods. Conclusion: PBL is an important alternative to traditional educational methods, but it requires appropriate physical and personnel structure, conditions that are difficult in Brazilian public universities. If it is not possible to construct the whole curriculum based on PBL, this experience shows that this methodology can be used successfully in just some courses.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.002 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.016 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it