TRADITIONAL AND PBL EDUCATION (PROBLEM BASED LEARNING): EXPERIENCE OF A MEDICAL STUDENT

Introduction and Objective Medical education has undergone changes in recent years. The classic method - teacher gives classes and the student studies at home has changed, to promote student contact at the beginning of the course. Thus, many medical schools began to use the PBL method of teaching and learning. This report presents the perception of students about the significance of traditional teaching and PBL. Method Describes the perception of a student who, after experience in the classical method, he began studies at an institution implementing the PBL as a teaching method. Pointing peculiarities of both, based on past experiences in a two-way study. Results and Conclusion Experience the traditional method brought students to greater security in some subjects as the study continued through chairs allowed the correlation of topics. The PBL has led to greater proximity to the experienced situation, making the closest matters within its practical application and encouraging the student to identify and pursue of knowledge required. Both methods are effective, differing only in how knowledge is transmitted and accessed. Traditional search a general education with the teacher as a fundamental part of the transmission of knowledge. PBL is student-centered, it is no longer a passive recipient of information and goes to seek knowledge more stimulus, to complete their own needs. It can be seen that the methods have positive points that can be enhanced through the integration of both leading to better production and circulation of knowledge.