Abstract

Objective: To determine the opinions of the Kinesiology student on problem-based learning (PBL) methodology in the Department of Preclinical Science of the University of La Frontera (Chile). Material and method: A qualitative research using an intrinsic case study. The sample consisted of 11 second-year Kinesiology students, who formed a focus group after giving informed consent. The data analysis was made using the Glaser Strauss constant comparative method and following the Huberman-Miles steps: data reduction, data display, and conclusion drawing/verification using the Atlas.ti software as a computer resource. Results: A total of 1,097 significance units were identified and grouped under 40 categories, with 11 meta-categories emerging, and four qualitative domains were generated, called: ‘assessment of problem-based learning’, ‘work in mentoring’, ‘clinical case’ and ‘tutor role’. Conclusion: Students perceived PBL methodology as a facilitating and motivating learning strategy, helping them to build and integrate knowledge using r the clinical case study. The students also developed generic skills not achieved with the traditional methodology, such as teamwork, critical thinking, and learn to learn. For them feeling like a protagonist and managers of their own educational process is fundamental for meaningful learning. Furthermore, they pointed out conditions that can influence the development of classwork such as: the mentor, classmates, and the environment generated in the tutorial groups.