Didactic Deployment of Problem-Based Learning by the Tutor in Veterinary Medicine and Zootechnics Modules

Abstract

The objective of the study was to investigate didactic actions that the teacher-tutor performed in the deployment of Problem-Based Learning (PBL), from his understanding and experience on this methodology and the pedagogical position of the method in the Faculty of Veterinary Medicine and Zootechnics (FMVZ) of the University of Colima (UCOL). The Action Research approach was used, with ethnographic methods: focus group, non-participant observation and directed interview, with a significant sample of 10 tutors, to account for learning processes that PBL impregnated in the teaching of the profession. The results pointed out contextualized didactics of the method, where the key characters of PBL played an important role, a case/problem structure was projected, an evaluative system was conceived for this methodology and reconceptualized the teaching practice of the tutor who was constituted as a teacher whose work falls on a triple didactic responsibility of underlying pedagogical systems in the implementation of PBL.