<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152022000400047</article-id>
<article-id pub-id-type="doi">10.29352/mill0210e.26086</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Experiências de estudantes de medicina e enfermagem com o método da problematização]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiences of medicine and nursing students with the problematization method]]></article-title>
<article-title xml:lang="es"><![CDATA[Experiencias de estudiantes de medicina y enfermería con el método de problematización]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ghezzi]]></surname>
<given-names><![CDATA[Joyce Fernanda Soares Albino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Alessandra Minervina dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[Elza de Fátima Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemes]]></surname>
<given-names><![CDATA[Monike Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lazarini]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[Maria José Sanches]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Ensino Superior e Formação Integral - FAEF  ]]></institution>
<addr-line><![CDATA[Garça ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Medicina de Marília  ]]></institution>
<addr-line><![CDATA[Marília ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<numero>esp10</numero>
<fpage>47</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152022000400047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152022000400047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152022000400047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  Buscando atender aos pressupostos das Diretrizes Curriculares Nacionais são propostas metodologias ativas de aprendizagem, uma vez que colocam os estudantes como figura central do processo de aprendizagem enquantoo professor assume o papel de mediador e incentivador.  Objetivo: Descrever as experiências de estudantes de Medicina e Enfermagem inseridos na prática profissional sob a lógica da problematização.  Métodos:  Pesquisa qualitativa realizada por meio de entrevistas semiestruturadas com estudantes de Medicina e Enfermagem de uma IES, no ano de 2018. Os dados foram analisados por meio da técnica de análise de conteúdo na modalidade temática e discutidos à luz da problematização.  Resultados:  Os dados foram categorizados em três temas: a problematização no cenário de prática profissional; a influência do facilitador na aplicabilidade da problematização; fragilidades da problematização no cenário de práticas profissionais.  Conclusão:  De acordo com os estudantes, a articulação entre teoria e prática é favorecida pelo cenário prático. No entanto, o facilitador e o vínculo com a unidade de saúde influenciam, de maneira considerável, o desempenho do estudante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Seeking to meet the assumptions of the National Curriculum Guidelines, active learning methodologies are proposed, since they place students as a central figure in the learning process while the teacher assumes the role of mediator and encourager.  Objective:  To describe the experiences of Medicine and Nursing students inserted in professional practice under the logic of problematization.  Methods:  Qualitative research carried out through semi-structured interviews with students of Medicine and Nursing of an HEI, in the year 2018. Data were analyzed using the technique of content analysis in the thematic modality and discussed in the light of the problematization.  Results:  Data were categorized into three themes: problematization in the professional practice scenario; the influence of the facilitator on the applicability of the problematization; fragilities of problematization in the scenario of professional practices.  Conclusion:  According to the students, the articulation between theory and practice is favored by the practical scenario. However, the facilitator and the link with the health unit significantly influence student performance.seeking to meet the assumptions of the National Curriculum Guidelines, active learning methodologies are proposed for such, as they place students as a central figure in the learning process and the teacher assumes the role of mediator and encourager.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Buscando cumplir con los presupuestos de los Lineamientos Curriculares Nacionales, se proponen metodologías activas de aprendizaje, ya que colocan al estudiante como figura central en el proceso de aprendizaje mientras el docente asume el rol de mediador y dinamizador.  Objetivo: Describir las experiencias de estudiantes de Medicina y Enfermería insertos en la práctica profesional bajo la lógica de la problematización.  Métodos:  Investigación cualitativa realizada a través de entrevistas semiestructuradas con estudiantes de Medicina y Enfermería de una IES, en el año 2018. Los datos fueron analizados mediante la técnica de análisis de contenido en la modalidad temática y discutidos a la luz de la problematización.  Resultados:  Los datos fueron categorizados en tres temas: problematización en el escenario de la práctica profesional; la influencia del facilitador en la aplicabilidad de la problematización; fragilidades de la problematización en el escenario de las prácticas profesionales.  Conclusión:  Según los estudiantes, la articulación entre teoría y práctica se ve favorecida por el escenario práctico. Sin embargo, el facilitador y el vínculo con la unidad de salud influyen significativamente en el desempeño de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação em saúde]]></kwd>
<kwd lng="pt"><![CDATA[prática profissional]]></kwd>
<kwd lng="pt"><![CDATA[atenção primária à saúde]]></kwd>
<kwd lng="en"><![CDATA[health education]]></kwd>
<kwd lng="en"><![CDATA[professional practice]]></kwd>
<kwd lng="en"><![CDATA[primary health care]]></kwd>
<kwd lng="es"><![CDATA[educación en salud]]></kwd>
<kwd lng="es"><![CDATA[práctica profesional]]></kwd>
<kwd lng="es"><![CDATA[atención primaria de salud]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alharbi]]></surname>
<given-names><![CDATA[H. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Almutairi]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Alhelih]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Alshehry]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The learning preferences among nursing students in the King Saud University in Saudi Arabia: a cross-sectional survey]]></article-title>
<source><![CDATA[Nursing Research and Practice]]></source>
<year>2017</year>
<volume>2017</volume>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carabetta Jr.]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metodologia da problematização: possibilidade para a aprendizagem significativa e interdisciplinar na educação médica]]></article-title>
<source><![CDATA[Revista de la Fundación Educación Médica]]></source>
<year>2017</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>103-10</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Codato]]></surname>
<given-names><![CDATA[L. A. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Garanhani]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[A. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepções de profissionais sobre o aprendizado de estudantes de graduação na Atenção Básica]]></article-title>
<source><![CDATA[Physis: revista de saúde coletiva]]></source>
<year>2017</year>
<volume>27</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>605-19</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bardin]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise de conteúdo]]></source>
<year>2016</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Edições 70]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berbel]]></surname>
<given-names><![CDATA[N.A.N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A problematização e a aprendizagem baseada em problemas: diferentes termos ou diferentes caminhos?]]></article-title>
<source><![CDATA[Revista Interface Comunidade Saúde Educação]]></source>
<year>1998</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>39-54</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dehghanzadeh]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Jafaraghaie]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparing the effects of traditional lecture and flipped classroom on nursing students&#8217; critical thinking disposition: A quasi-experimental study]]></article-title>
<source><![CDATA[Nurse Education Today]]></source>
<year>2018</year>
<volume>71</volume>
<page-range>151-6</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Deslauriers]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Recherche qualitative]]></source>
<year>1991</year>
<publisher-loc><![CDATA[Montreal ]]></publisher-loc>
<publisher-name><![CDATA[McGraw Hill.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ding]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practice and e&#64256;ectiveness of web-based problem-based learning approach in a large class-size system: a comparative study]]></article-title>
<source><![CDATA[Nurse Education in Practice]]></source>
<year>2018</year>
<volume>31</volume>
<page-range>161-4</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Espejo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Pedagogía activa o métodos activos? El caso del aprendizaje activo en la universidad]]></article-title>
<source><![CDATA[Revista Digital de Investigación en Docencia Universitaria]]></source>
<year>2016</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>16-27</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<collab>Faculdade de Medicina de Marília</collab>
<source><![CDATA[Unidade Educacional 1: Unidade de Prática Profissional e Unidade Educacional Sistematizada]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Marília, São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Unidade de Educação em Ciências de Saúde]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia da autonomia: saberes necessários à prática educativa]]></source>
<year>2006</year>
<edition>33</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ghezzi]]></surname>
<given-names><![CDATA[J. F. S. A. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Minervina]]></surname>
<given-names><![CDATA[A. S. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[E. F. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lemes]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Lazarini]]></surname>
<given-names><![CDATA[C. A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Marin]]></surname>
<given-names><![CDATA[M. J. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problematização: experiências de estudantes de Medicina e Enfermagem na prática profissional]]></article-title>
<source><![CDATA[New Trends in Qualitative Research]]></source>
<year>2021</year>
<volume>7</volume>
<page-range>107-14</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Henderson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Harrison]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Rowe]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Edwards]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Barnes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Henderson]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Henderson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students take the lead for learning in practice: a process for building self-efficacy into undergraduate nursing education]]></article-title>
<source><![CDATA[Nurse Education in Practice]]></source>
<year>2018</year>
<volume>31</volume>
<page-range>14-9</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[E. F. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[H. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[O. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Tonhom]]></surname>
<given-names><![CDATA[S. F. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[M. H. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Braccialli]]></surname>
<given-names><![CDATA[L. A. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Caminhos da avaliação da aprendizagem ativa: visão do estudante de medicina]]></article-title>
<source><![CDATA[Revista Lusófona de Educação]]></source>
<year>2018</year>
<volume>40</volume>
<numero>40</numero>
<issue>40</issue>
<page-range>171-84</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Inoue]]></surname>
<given-names><![CDATA[C. Y. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Valença]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contribuições do aprendizado ativo ao estudo das Relações Internacionais nas universidades brasileiras]]></article-title>
<source><![CDATA[Meridiano 47 - Journal of Global Studies]]></source>
<year>2017</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lock]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rainsbury]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clancy]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Rosenau]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influence of co-teaching on undergraduate student learning: a mixed-methods study in nursing]]></article-title>
<source><![CDATA[Teaching &amp; Learning Inquiry]]></source>
<year>2018</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>38-51</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[M. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Ximenes]]></surname>
<given-names><![CDATA[F. R. G..]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gestão da educação e do trabalho em saúde no SUS: trinta anos de avanços e desafios]]></article-title>
<source><![CDATA[Ciência &amp; Saúde Coletiva]]></source>
<year>2018</year>
<volume>23</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>971-1980</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mitre]]></surname>
<given-names><![CDATA[S.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[R.S.]]></given-names>
</name>
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[J.M.G.]]></given-names>
</name>
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[N.M.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Meirelles]]></surname>
<given-names><![CDATA[C.A.B.]]></given-names>
</name>
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[C.P.]]></given-names>
</name>
<name>
<surname><![CDATA[Hoffmann]]></surname>
<given-names><![CDATA[L.A.H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais.]]></article-title>
<source><![CDATA[Revista Ciência &amp; Saúde Coletiva]]></source>
<year>2008</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>2133-44</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Park]]></surname>
<given-names><![CDATA[E. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Park]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing]]></article-title>
<source><![CDATA[Japan Journal of Nursing Science]]></source>
<year>2017</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>125-34</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="">
<collab>Brasil, Conselho Nacional de Saúde</collab>
<source><![CDATA[Resolução n. 466, de 12 de dezembro de 2012. [Aprova diretrizes e normas regulamentadoras de pesquisa envolvendo seres humanos]. Brasília: Diário Oficial da União]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sayyah]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Shirbandi]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Saki-Malehi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rahim]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis]]></article-title>
<source><![CDATA[Advances in Medical Education and Practice]]></source>
<year>2017</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>691-700</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Elias]]></surname>
<given-names><![CDATA[B. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Baernholdt]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of interdisciplinary Faculty in Nursing Education: A national survey]]></article-title>
<source><![CDATA[Journal of Professional Nursing]]></source>
<year>2019</year>
<volume>35</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>393-7</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[E. F. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[A. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[A. I. L. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Active methodologies for graduation in nursing: focus on the health care of older adults]]></article-title>
<source><![CDATA[Revista Brasileira de Enfermagem]]></source>
<year>2018</year>
<volume>71</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>920-4</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tong]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sainsbury]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Craig]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critérios consolidados para relatar pesquisas qualitativas (COREQ): uma lista de verificação de 32 itens para entrevistas e grupos de foco]]></article-title>
<source><![CDATA[International Journal for Quality in Health Care]]></source>
<year>2007</year>
<volume>19</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>349-57</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toth-Pal]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Fridén]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Asenjo]]></surname>
<given-names><![CDATA[S. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Olsson]]></surname>
<given-names><![CDATA[C. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Home visits as an interprofessional learning activity for students in primary healthcare]]></article-title>
<source><![CDATA[Primary Health Care Research &amp; Development]]></source>
<year>2020</year>
<volume>21</volume>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ukoha]]></surname>
<given-names><![CDATA[W. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Dube]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Primary health care nursing students' knowledge of and attitude towards the provision of preconception care in KwaZulu-Natal]]></article-title>
<source><![CDATA[African Journal of Primary Health Care &amp; Family Medicine]]></source>
<year>2019</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1916</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
