Educational technologies and active methodologies in health education

Abstract

Objective: To analyze regarding teaching–service–community integration in Primary Health Care, with emphasis on Basic Health Units, and to identify theoretical and methodological foundations for the development of educational technologies aimed at improving practical health education. Methods: This study consists of an Integrative Literature Review conducted to critically synthesize evidence on strategies and educational technologies designed to enhance practical training in Primary Health Care, focusing on teaching–service–community articulation within Basic Health Units. The review followed systematic procedures for search, selection, and analysis of studies, ensuring methodological rigor and transparency. Results: The findings indicate that the incorporation of educational technologies and active methodologies has promoted significant transformations in practical health education, particularly in Primary Health Care settings. The evidence was organized into five interrelated thematic axes, highlighting the role of digital technologies, integrated learning environments, active learning strategies, virtual simulation, telehealth, and innovative pedagogical approaches in strengthening professional competencies and contextualized learning experiences. Final considerations: The analyzed evidence demonstrates that these strategies foster meaningful learning, enhance clinical reasoning, strengthen communication skills, and expand students’ understanding of territorial health dynamics, in alignment with the organizational principles of the Brazilian Unified Health System (SUS). The integration of innovative pedagogical practices and digital technologies emerges as a strategic pathway to qualify professional training in Primary Health Care.