Active methodologies and didactic techniques in medical education: A systematic review

Abstract

Introduction

For the teaching-learning process in medicine, knowing the effectiveness of active methods and didactic techniques is important to improve and guarantee competent professionals in their field.

Materials and methods

The PRISMA 2020 guide was used to carry out this systematic review, identifying and analyzing the active methodologies used in the teaching-learning process of the different subjects in the medical sciences.

Results

After searching scientific databases, 18 studies that met the research objectives were selected, allowing the active methodologies used in the teaching-learning process to be identified.

Discussion

Active methodologies complement the traditional methodology, allowing more dynamic learning with long-term knowledge retention, thus significantly improving grades and motivating students and teachers to commit to this process.

Conclusions and future work

In the effective teaching of medicine, using active and traditional methodologies is important because they promote the active participation of students and teachers, resulting in long-term and significant learning. A detailed analysis of active methods and their effective integration with traditional methods is needed.