TEACHING METHODOLOGIES FOR THE TRAINING OF HEALTH PROFESSIONALS: AN INTEGRATIVE LITERATURE REVIEW

• Autor(a) principal: Azevedo, Manuella Matos de
• Data de Publicação: 2024
• Outros Autores: Silva, Elen Luce Marçal Elmescany da, Silva, Larissa Lima Moniteiro da, Paula, Letícia Caroline da Cruz, Guimarães, Letícia Nóbrega, Santos, Cristina Socorro Mendes dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Saberes Plurais: Educação na saúde
• DOI: 10.54909/sp.v8i1.136954
• Texto Completo: https://seer.ufrgs.br/index.php/saberesplurais/article/view/136954
• topic: Ensino; Capacitação de Recursos Humanos em Saúde; Capacitação em Serviço; Pessoal da saúde; Teaching; Health Human Resource Training; Inservice Training; Health personnel; Enseñanza; Capacitación de Recursos Humanos en Salud; Capacitación en Servicio; Personal de salud

Objective: To analyze the scientific production on the use of teaching methodologies in professional health education. Method: Integrative literature review conducted in the databases of the e Virtual Health Library (VHL), National Library of Medicine (PubMed), Scientific Electronic Library Online (SciELO), and Education Resources Information Center (ERIC), between September and October 2023, using the PICo strategy. The search was performed through the combination (boolean operator AND) of terms indexed in the Health Sciences Descriptors (DeCS) and non-indexed terms. Original articles, reflective papers, literature reviews, and experience reports available in full, published from 2012 to 2022, in English/Portuguese/Spanish, and addressing the study's question/objective were included. Academic papers, abstracts/articles published in conference proceedings, letters, editorials, and duplicate articles were excluded. The analyzed variables were title, author(s)/year, objective, methodology, and conclusion of the selected articles. Bardin's content analysis was used. Results: 2000 publications were identified. After selection, 49 articles were screened based on titles, abstracts, methodologies, and 12 articles were included in the study. Findings showed that the training of health professionals has engaged with active teaching and learning methodologies, including the Problem-Based Learning (PBL) method, the Team-Based Learning (TBL) method, Realistic Simulation, Project-Based Learning, Peer Instruction, Flipped Classroom, and Clinical and Realistic Simulation. Conclusion: Active methodologies in health professional education are associated with the development of creativity and autonomy in problem-solving. Furthermore, it encourages the reflection on learning, and qualificates team work through the understanding of the important of interdisciplinarity and interprofessionality.