ACTIVE LEARNING METHODOLOGIES IN MEDICAL EUCATION: A NARRATIVE REVIEW

Abstract

Medical education has adapted to new demands in both academic and professional contexts, with the implementation of active methodologies that transform the way knowledge is transmitted and acquired. This study aims to present a narrative review on the application of active methodologies in medical education, focusing on their characteristics, advantages, challenges, and observed results. Active methodologies are strategies that place the student at the center of their learning, encouraging autonomous and collaborative knowledge acquisition. Among the most used are Problem-Based Learning (PBL), collaborative learning, and simulation-based teaching. These approaches promote the development of essential skills for medical practice, such as critical thinking, problem-solving, and decision-making. PBL, for instance, involves presenting complex clinical cases, challenging students to find solutions, thereby fostering meaningful learning. The application of active methodologies results in increased engagement, autonomy, and collaboration among students, along with improvements in academic performance, knowledge retention, and clinical skills development. However, implementing these methodologies faces challenges, such as resistance to change and the need for curriculum adaptation. The review concludes that active methodologies have a positive impact on the formation of more critical and practice-ready professionals, with careful adaptation recommended to each institution's context.