Reinforcing Prof. Rebelo's answer and trying to provide a roadmap for the application of PBL, here are some essential steps gathered by Gonçalves, 2020:

1. Reading the problem, identifying and clarifying unknown terms;

2. Identify the problems, raising the points of doubt that will raise the discussion;

3. Raising explanatory hypotheses by resuming previous knowledge (Brain storm);

4. Summarize the discussion, recalling the problems listed, the diagnostic hypotheses raised, and the contributions of previous knowledge, pros and cons (carried out by the coordinator). This helps in the identification of study objectives;

5. Formulation of learning objectives in order to guide the study, identifying the points of relevance;

6. Individual study of the subjects raised in the learning objectives seeking scientific basis, validating/invalidating the hypotheses, filling in the gaps in knowledge;

7. Return to the tutorial group to rediscuss the problem in the face of the new knowledge acquired in the individual study phase; integration of information to solve the case.

The advantages of applying Problem-Based Learning are:

• Be student-centered;

• Independent learning is stimulated and rewarded, the student takes responsibility for his or her learning process;

• The curriculum is thematic, interdisciplinary and non-disciplinary;

• The teacher is no longer the holder of knowledge and starts to act as a facilitator;

• The tutorial dynamics uses a process analogous to that of scientific research methodology. From a problem, it is sought to understand, substantiate and search for data that are analyzed and discussed. Finally, hypotheses are elaborated for its solution, which must be put into practice so that they can be proven and validated;

• Group work and cooperation between subjects are central and essential elements. This even leads to the constant association of the method with Team Based Learning (TBL).

Ref:

GONÇALVES, M. F.; GONÇALVES, A. M.; GONÇALVES, I. M. F. Aprendizagem baseada em problemas: uma abordagem no ensino superior na área da saúde. Práticas Educativas, Memórias e Oralidades - Rev. Pemo, [S. l.], v. 2, n. 1, p. 1–12, 2020. DOI: 10.47149/pemo.v2i1.3676.