Preparando educadores na saúde

This study explores the influence of active teaching-learning methodologies (ATLMs) on the training of health educators, addressing emerging curricular, technological, and interprofessional demands. An action research was conducted in ATLM courses with interprofessional classes of postgraduate students, preceptors, and professors. We collected data on participants’ perceptions to evaluate the application of ATLMs in the context of interprofessional education. The key findings demonstrate that ATLMs enable more humane, dialogic, and participatory learning environments, fostering the development of critical, collaborative, and socially responsible professionals. Additionally, the appreciation for using portfolios and formative assessments stands out, allowing ongoing reflection about the educational process. In conclusion, ATLMs can transform health education and are crucial to explore strategies for improving their application in continuing and permanent education. https://doi.org/10.21723/riaee.v20i00.2028402

Action research · Formative assessment · Interprofessional education · Participatory action research · Perception · Health Education and Validation · Health, Nursing, Elderly Care · Interprofessional Education and Collaboration