Problem-based learning in physiotherapy teaching: an integrative revision

Introduction: Problem Based Learning (PBL) is one of the most used active teaching methods in health courses, motivating and bringing the student to the center of their training process. Objective: To identify and analyze the use of PBL in teaching physiotherapy. Method: Systematic integrative bibliographic review in national and international databases, using Health Science Descriptors and their MeSH Terms: physiotherapy, education, problem-based learning. Result: Among 148 articles identified, 22 were selected. The study demonstrated that the PBL provides students with engagement in their own learning process, contributes to their autonomy, despite the difficulties encountered in teamwork. It was also found that it facilitates the experience with interprofessional education (IE) but demands better training from teachers. Conclusion: The PBL is very effective when applied in IE programs and in student-centered curricula. It has been found that the necessary training of more humanistic, critical and reflective professionals in the area of health and, specifically in physiotherapy, is permeated by the will and courage to face the challenges of real curricular changes that use innovative and motivating teaching methods. The method presents itself as a relevant and effective way to develop competences, skills and attitudes that are fundamental to the practice of physiotherapists.