Keywords
Higher Education Teaching
Active Methodologies
Teacher Identity
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Abstract
Objective: to integrate the process of teacher training and methodologies in medical education. Literature review: The teaching of Medicine incorporates the scientific method to the social function of the physician and needs to include humanistic and ethical issues. The professor of Medicine must be closely linked to professional practice and dedicated to understanding the transmission of knowledge and skills. Most doctors, especially in Brazil, learn to be teachers by leaving part of the care, in a difficult decision. Regarding the obstacles to the physician's transformation into a teacher, we highlight academic responsibilities, pedagogical development, remuneration, time spent on preparation and revisions, and susceptibility to burnout. Even before the definitions of pedagogical methodologies, teaching Medicine had occurred at the bedside, in outpatient clinics, in case discussions, and in other practices. The systematization of these methodologies aims to decentralize the teacher and make the student responsible for learning. Although teachers are interested in these methodologies and report satisfaction with their application, their implementation depends on institutional and curricular issues. Mixed models that preserve traditional classes and incorporate active practices have been widely observed. Final considerations: The path to teaching identity in Medicine is challenging but captivating. Active methodologies, properly applied, help boost learning.
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