THE PROBLEM BASED LEARNING AS AN INNOVATIVE EXPERIENCE IN THE ACADEMIC TRAINING OF DOCTORS OF THE FEDERAL UNIVERSITY OF AMAPÁ

Introduction and Porpouse: UNIFAP since 2010 has been offering 30 places each year for medical school, via selection process and increased by another 30 vacancies, adding to 60 in 2014. Today has 38 effective teachers (63.15% are specialists, masters 21.05%, 15.80% doctors). Introduction and aim: since The pedagogic project of BPA methodology utilizes UNIFAP forge professionals under the new Brazilian guidelines (resolution CNE/CES N° 3, July 20, 2014). Thus, we seek to relate the experience of graduating with the BPA methodology as a means of production of knowledge to point out difficulties and facilities, advantages and disadvantages in adapting the method. Method: The BPA through the tutorials sessions promotes active learning, in which the graduate is responsible for finding new information and analysis. This gives opportunity challenging experiences of knowledge tight and compartmentalized that will be reversed in learning to live together and respect one another. Results and Conclusions: The method contributes to the increased sense of responsibility; stimulate the reading; use of logical reasoning; for self-assessment of graduating and to feel an independent learner. However faces difficulties as developing the ability with others, criticism and self-criticism; identifying the mistakes and successes of tutor. The BPA allows undergraduate medical education in accordance with national curriculum guidelines through the idea of "learning to do the walking path".