# A Systematic Review of Current Strategies and Methods for BIM Implementation in the Academic Field
## 3 Results
### Study Content: Objective, Developed Method and Results Obtained
The article explains how the curriculum for BIM integration is modified but remains focused on results related to the perception of students regarding BIM-MEP learning; it does not focus on the objective of this study, which is to analyze the integration methods/protocols. [PERSON], [PERSON], [PERSON], [PERSON] (2020)[50] analyze the use of BIM to improve education in sustainable building design through PBL, with the long-term plan being to develop an alternative curriculum. * **Method:** First, students approached the literature on BIM. In the second stage, students developed a project with a cross-citizenship approach that was evaluated through an established rubric. Subsequently, a satisfaction survey was carried out to evaluate the results. * **Results:** The results show a 20% improvement in student learning outcomes and demonstrate the effectiveness of using BIM as a teaching tool. The study can serve as a basis for an initial map in the early stages of implementation, since the student is integrated from the beginning, prior to the development of the project. [PERSON], [PERSON], [PERSON], [PERSON] (2019)[46] carry out a proposal for the incorporation of BIM in various industrial engineering degrees and subsequently analyze the results of the different itineraries. * **Method:** The implementation is done in two phases: first, compulsory training in the 2 nd year of all degrees in industrial engineering; and second, optional specialized training in the 4 th year of different degrees and compulsory training in one degree program. The authors show how the different learnings come together according to the student's itinerary and explain the process in detail. Later, they exhaustively analyze perceptions according to phases and knowledge. * **Results:** The results are positive; they also emphasize the need to continue evaluating future courses to test the validity of their proposals. The article responds to the initial objective of this study, as it can serve as an example of proposed implementation processes with different student itineraries. [PERSON], [PERSON], [PERSON] (2020)[56] culminate with this article reviewing a six-year experience of a BIM implementation across several degree programs and describe the challenges and successes of the approach adopted. The work is part of a larger effort to incorporate the concept of IPD and BIM into the curriculum at the Pontificia Universidade Catolica do Rio de Janeiro (PUC-Rio) and to develop an alternative curriculum. * **Method:** They aim to empirically understand how BIM teaching will affect students in their professional lives. They explain the long-term objective and the development of the pilot course that was offered in 2012. Then, they show the challenges and successes of the approach adopted through an analysis carried out with students through surveys in interview format. They end by discussing a future line of study that they are already working on, a new BIM AEC-based curriculum that will influence engineering and architecture disciplines. * **Results:** They highlight the lack of adequately trained BIM staff and the inability to understand that BIM is a methodology. They emphasize the need for the correct and structured identification of competencies and the importance of considering a BIM education as a shared responsibility between academia and industry in order to implement BIM efficiently. The article responds to the object of this study, as it can serve as an example for other institutions in the same situation. \begin{table} \end{table} 
Table 5: Cont. [PERSON], [PERSON], [PERSON] (2018) [55] present a study where the objective is to analyze motivational activities to improve graduates' BIM awareness. * **Method:** They first develop a literature study. They implement BIM, carry out evaluations through surveys over several years, and then compare the perceptions of students with different BIM knowledge. * **Results:** They conclude that the set of motivational activities carried out has not yet had significant effects.