PROBLEM-BASED EDUCATION AND COMPLEX THINKING IN HEALTHCARE TRAINING

Abstract

Healthcare training is immersed in a multidimensionality that impacts the model of care provided to the population. It is necessary to reflect on the practices and curricula offered with the understanding that complex thinking must be encouraged at all educational levels in order to expand knowledge in different directions. This study aims to make a reflection on the implementation of a curricular component in health courses offered in a federal public university, presenting its potential contributions to professional training. This is an exploratory and descriptive case study with qualitative nature. The data were obtained from portfolios prepared by students of health courses, reporting their experience with a curricular component. The analysis was made through the content analysis technique and revealed two categories: a - Educational strategies that promote liberating training and b – Problem-based and complex thinking as guides for the acquisition of professional and human skills and competencies. The conclusion of the study is that the inclusion of curricular components based on the assumptions of complex thinking, of liberating education with experience in communities, contributes to a more reflective and critical training with respect to realities, and this is urgent in view of the increasingly intense transformations in modern society in which permanent inequalities and human misunderstanding predominate.