Active learning methodology applied to the pharmacy undergraduate course: teaching instruments with an emphasis on pharmacotechnique and pharmaceutical technology

Abstract

The need for a student-centered education system, aiming at the training of critical professionals capable of building knowledge from evaluating the available information, brings the need for new educational methodologies. In this perspective, Pharmacotechnique, one of the professional disciplines of the Pharmacy undergraduate course, contemplates multidisciplinary and complex content, and being necessary to use methods that stimulate an active learning process. Due to the potential that active teaching methodologies play in the educational process, this study aimed to conceptualize and discuss the main 
methodological strategies found in the literature that was used in the Pharmacy undergraduate course disciplines, emphasizing Pharmacotechnique. An integrative review of the literature was carried out to achieve the proposed objective, onhe studies that employed and evaluated active methodologies. A total of 15 studies were found following the inclusion and exclusion criteria adopted in this study. Few studies aimed to conceptualize and discuss the use of active methodologies in the Pharmacotechnique discipline. However, despite the low number of studies evaluating the performance of these methodologies, all studies showed signifi cant improvements in the implementation and assimilation of the information by the students, showing the great potential of these teaching methodologies. From the results observed in this study, it can be concluded that active methodologies should be considered, stimulated, and, if necessary, adapted to be used from the beginning of professional training, regardless of the discipline.