Active learning in health and real-life scenarios: review
DOI:
https://doi.org/10.11606/issn.1679-9836.v100i4p358-365Keywords:
Problem-Based Learning, Education, Medical, PreceptorshipAbstract
Introduction: In view of the demand for the elaboration of teaching strategies adapted to the current reality, knowledge about active teaching-learning methodologies has great value for medical education. There are several types of active methodologies and those based on problem cases have been implemented in medical graduation earlier; despite being an integral and necessary part of the curriculum of medical education institutions, there is no consensus on its form of guidance, applicability and evaluation. We propose a review of the literature on teaching-learning methodologies in real environments, knowing their benefits and applications. Materials and Methods: The present study is a narrative review of the literature which included 23 articles and 1 book chapter between 1992 and 2018, in Portuguese and English, and the PubMed, SciELO, Lilacs and CAPES Periodicals. Discussion: The methods proposed for guidance, evaluation and feedback are varied, adaptable and constantly changing. “Preceptor in a minute”, “The moment in five minutes” and “SNAPPS method” are different ways of discussing these scenarios in order to facilitate the student-patient-preceptor interaction process. Learning strategies in real environments present benefits in relation to the learning of strict theoretical contents, as it places the student in a real working environment and stimulates the elaboration of systematic diagnostic reasoning, which requires the recovery of previous knowledge. It is believed that the professional who is trained with these active methodologies will have a profile of autonomy, self-education and a proactive and scientifically based professional attitude. Conclusion: There are no rules for inserting active methodologies in the university curriculum, their use must be adapted to the reality and profile of each institution. It is noteworthy that the teacher / preceptor must reflect on his teaching methods, seeking to understand his methodology and reframing his performance, encouraging the search for more active and efficient tasks.
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Copyright (c) 2021 Lia Maria Bastos Peixoto Leitão, Isabel Carvalho Vianna, Ana Lúcia do Carmo Delmiro, Josiane Pereira Leite da Cruz, Paula Vitória Pereira Motoyama, Manuel Sampaio Teixeira Filho, Olivia Andrea Alencar Costa Bessa
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