Health Profession Students Value Active Teaching, Learning and Assessment Methods for the Learning of Complex Academic Skills

Background: Given that globalization leads to changes in information and knowledge transmission, there is a need for updating and investing in new teaching and assessment methods. Methods: Transverse descriptive study analyzed perceptions of Active Methods. Concept maps using Flipped Classroom, Movie-Based Learning, Reflective Portfolios (Active Methods) and lectures and standardized tests (Traditional Classroom) were combined in the 4th and 5th semesters in the Health Policy course of the Federal University of Vicosa (UFV) with 226 students. At the end of each semester, students completed a survey designed specifically to capture students’ perceptions of the effect of the various teaching methods on the learning of complex academic skills. Results: Active Methods were perceived by students as an effective contribution to learning, teamwork, feedback, criticism, reflection, and assimilation of content when compared to the traditional teaching methods. Movie-Based Learning was best evaluated (median 3.67), followed by the Reflective Portfolio (median 3.50) and Flipped Classroom and Concept Map (median 3.38), while lectures and standardized tests obtained the lowest median (2.75). Conclusions: The use of Active Methods in a health profession course was valued by the students for the learning of complex academic skills.