Active methodologies in health professional training: a review

Abstract

The professional training in health, historically, has been based on traditional teaching methods, based on a content and technical formation. However, in the last decades, it has been discussed about the efficiency of this model in training professionals with a reflexive critical spirit, able to solve problems in their reality, as provided by the National Curricular Guidelines (DCNs). In this context, discussions on the use of active methodologies in professional health training are open. The objective of this study is to analyze the scientific production on the use of active methodologies in professional training in health. It also intends to briefly discuss the training and performance of the health teacher. This is a narrative review based on the bibliographic research in scientific articles indexed in the Scielo, Capes Periódicos, books, public documents and other scientific publications available online. Literature has been reported to the active methodologies as a relevant strategy in Health Teaching, capable of stimulating in the student the autonomy, the reflection, the criticity, and the capacity to solve impasses, bringing the theoretical and technical knowledge of reality. Despite the growing movement towards the use of these methodologies, a predominance of traditional teaching is evident. The use of active methodologies is still a challenge, since it requires the breaking of paradigms and reveals an absence and / or deficiency in the pedagogical formation of teachers. There is also a shortage of studies that address the assessment aspects as well as the level of satisfaction of health students in the scope of active methodologies.