Panorama nacional dos métodos de ensino das escolas médicas: uma avaliação dos métodos de ensino formalmente adotados pelas instituições brasileiras.

In recent decades, Higher Education Institutions have been committed to adapting medical teaching to new educational paradigms, integrating new tools and active methods into the teaching-learning process. The objective of the present study was to evaluate the teaching methods formally adopted in the teaching-learning process of Medicine courses in the country. This is a descriptive, exploratory study with a quantitative and analytical approach. Data were obtained by consulting the portal of the Medical Schools of Brazil, pedagogical course project and institutional websites. Of the 258 schools analyzed, 200 (77.5%) adopted active learning methodologies as their central teaching method. The North (94.7%) and Northeast (83.6%) regions were the ones that concentrated the largest number of institutions that formally incorporated methodologies that privilege active participation in comparison to the traditional teaching method. Furthermore, active methods were observed more frequently in private schools (80.8%) and in small/medium-sized municipalities (82.6%), demonstrating a growing movement of courses to adapt to active teaching methods. The most recent medical schools, created in 2013, were the ones with the highest rates of active methods compared to traditional ones (94.1% versus 75%, p=0.014). Despite advances, the inclusion of active methods in medical curricula is still a major challenge, as the integration of active learning methodologies requires consistency with the pedagogical proposal of the course, evaluation, planning and engagement of the multiple social subjects that participate in this pedagogical process. [ABSTRACT FROM AUTHOR]