The contribution of active problematizing methods in health education: an integrative overview
DOI:
https://doi.org/10.28998/rpss.e02409005espAbstract
Introduction: Active problem-solving methods enable a student-centered teaching-learning process that contributes to the formation of more critical, reflective, and creative professionals, expanding their capacity to understand reality and the problems it contains. Objective: To analyze the scientific production on active problem-solving methods, their contribution in the context of healthcare education and the challenges associated with their implementation. Methods: This is an integrative literature review. Searches were conducted in the Virtual Health Library (Biblioteca Virtual em Saúde - BVS), the National Library of Medicine (PubMed), Scopus, and Scientific Electronic Library Online (SciELO). Articles in Portuguese and English published between 2017 and 2022 were included. Results: From the analysis of the six selected articles, the following categories emerged: Contributions of problematization methodology and problem-based learning in the context of healthcare education; Challenges in the implementation of these methodologies in the teaching-learning process in healthcare; and Pedagogical strategies anchored in problematization methodology and problem-based learning in the healthcare education process. Conclusions: Several contributions were highlighted as well as different pedagogical strategies that can be developed based on the teaching-learning objective. However, the evidence points to many challenges that confirm the importance of behavior that favors the adaptation of teachers and students to the methods and strategies used. This text is the result of the stricto sensu postgraduate program Professional Master's Degree in Family Health (PROFSAÚDE).
Keywords: Professional Health Education; Universities; Problem-Based Learning; Brazil
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