Abstract
Objective: To describe the problem-based learning methodology for health university students and to point out its benefits for the teaching-learning process. Methods: This is an integrative review of studies available in the Scielo and Virtual Health Library databases, published between the years 2014 and 2019, in which there were 12 studies. The descriptors used were: “Education”, “Problem Based Learning” and “Methodologies”. The selected studies were those that explored the potential of problem-based learning for knowledge development of attitudes consistent with meaningful learning. Results: Interactive and dynamic teaching-learning strategies enable health students to better develop not only theoretical knowledge but also practical applicability skills. Final considerations: The articulation between curriculum guidelines and professional reality must be aligned, so that there is a reorientation of knowledge and practices both within and outside the academic space. The teacher is the facilitator of the learning production and the student the protagonist to obtain the knowledge. Critical and reflective discussions make participants feel challenged in the face of problem solving, which differs from traditional teaching methods making the class stimulating.