Keywords
Health education
Problem-based learning
Medical education
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Abstract
Objective: To analyze the scientific evidence on the impact of active learning methodologies in higher education in biostatistics for health science students. Methods: This is an integrative literature review conducted across the MEDLINE, LILACS, and SciELO databases. Five full-text articles published between 2021 and 2025 were selected. Results: The analyzed studies indicated that active methodologies, such as Problem-Based Learning, interactive modules, and contextualized practical activities, can enhance knowledge retention, student satisfaction, self-confidence, and academic performance in the teaching of biostatistics. However, the implementation of these strategies requires faculty training, appropriate pedagogical resources, and careful attention to preserving the theoretical foundation necessary for clinical and scientific practice. Final considerations: The analysis of the studies shows that the implementation of active methodologies in biostatistics training for health science students yields favorable multidimensional outcomes. Nevertheless, the limited number of studies comprising the sample, the confinement of data to a single scientific repository, and the significant heterogeneity of the tested pedagogical approaches preclude the unrestricted extrapolation of these findings to broader contexts.
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