Keywords
Learning
Universities
Health
Evaluation Studies as Topic
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Abstract
Objective: To identify the requirements, methods, and challenges related to the inclusion and assessment of the affective domain in competency assessment among health students. Methods: This integrative literature review was conducted in 2024. Search was performed in the LILACS, MEDLINE, SciELO, Scopus, and Web of Science databases. Results: A total of 15 studies were included, and most were theoretical essays or methodological and validation studies. Data were organized into three groups based on the skills involved: patient interaction and tool development (communication, empathy, support, and non-cognitive attributes); professional and moral foundations (attitude, ethics, morality, responsibility, professionalism, and humanization); and teaching and assessment methods for complex skills (affective learning, clinical competence, non-technical skills, and affective domain). Final considerations: The predominance of theoretical essays, methodology studies, and validation studies suggests a phase characterized by a focus on establishing measurement parameters and assessment tools rather than investigating the actual impact and practical consequences of interventions. Progress in the affective domain in health education requires a strategic transition from the validation stage to the testing stage of a robust intervention.
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