Metodologias ativas de aprendizagem e autonomia na formação de profissionais de saúde: uma revisão da literatura

Abstract

Active teaching and learning methodologies in healthcare professional education have the potential to foster autonomy, promoting dynamic education that encourages students to play a more active role in decision-making. In this context, the objective of this study is to identify the characteristics of autonomy developed by healthcare professionals trained through these educational approaches. It is a qualitative narrative literature review, utilizing the databases of the Virtual Health Library (VHL) and the Scientific Electronic Library Online (SciELO), with Health Sciences Descriptors (DeCS): "teaching," "health professionals," "autonomy," and "active methodologies."The analysis of the studies emphasizes the fundamental importance of active methodologies as a strategy for autonomy development, highlighting crucial benefits such as active engagement, critical thinking development, collaborative learning, autonomous decision-making, self-assessment and self-direction, preparation for the complexity of professional practice, stimulation of curiosity and continuous learning, and the development of communication skills. The results reinforce not only the promotion of autonomy but also underscore other essential advantages that significantly contribute to the awakening and strengthening of this competence in healthcare professionals, consolidating the relevance of active methodologies in the educational context of the field.