Pedagogical practices should enable the development of skills and abilities common to the health professions for the training of general practitioners with a high technical and scientific level. The most important in the teaching-learning process is the joint construction of knowledge. Depending on the quality of communication is that access to the individual's conscious or unconscious will be done with greater or lesser potentiality. The present work presents an integrated model of course that is based on Edu-communication and Psycho-communication, and learning Psycho-communication, also using problematization about public health situations, as well as online learning design concepts. At the end of the course, students present educational products that contribute to the improvement or resolve of the identified health problem. The development of educational products was based on principles of behavioral theories: the structure of personality according to Eric Berne, the use of the senses, and neurolinguistics through the structuring of anchors. The graphic representation of the course shows a focus on Guidance and Support, Content and Activities, as well as Communication and Collaboration. The learning teaching process has a dynamicity capable of surprising us every day, every moment. Students demonstrate empathy with the course and present various educational products that have been available for use in health education.

Beginning in the 2000s, active methodologies began to emerge in some medical schools, evolving from the traditional teaching methodology to the use of methodologies, such as team-based learning (TBL), in which the student acts as the protagonist of his learning. In 2020, with the outbreak of a pandemic that required measures of social distance, a new reality emerged in the educational field, which was the adaptation of strategies traditionally carried out in person for the online format. The purpose of this article was to structure and execute a TBL design, based on the principles of online distance education and the use of technologies. The article presents a brief review of the TBL methodology and the design of the strategy in the online format, with a roadmap to adapt the execution on known platforms and available for online use. The article also presents reports of the utilization of TBL online through the Moddle platform in the first semester of the fourth year of a medical school course. In a second semester of the first year of a Psychology course and in a pharmacology graduate course for a nursing class, the Team-based learning was conducted by Microsoft's platform. It is worth mentioning that for Moddle, the questionnaires to guarantee preparation and response in groups were carried out on the platform itself, while for TEAMS, the questionnaires were carried out through another platform, Socrative, which proved to be agile and compatible. We conclude that the TBL methodology is perfectly feasible in the distance modality, presenting significant learning, but some difficulties are observed, such as the need for a safe and efficient internet network, as well as the dependence on the student's and teacher's digital knowledge.

Introduction: The pre-anesthetic consultation (PAC) is considered a fundamental step in the perioperative phase, and it is a moment of communication between the anesthesiologist and the patient, where the patient can be informed and clarified, characterizing this a communicative and therapeutic process. However, its benefits are still generally unknown. Educational videos are surfacing as fast-access media that can reach a wide audience. Some studies have highlighted the benefits of using educational videos about PAC. In this context the current study provides an experience report about the process of creation and validation of an educational video about PAC. Methods: In order to choose an educational product, the technical aspect, as well as the cognitive, multisensory stimuli and personality structure of individuals must be observed. This educational video was made based on the CTM3 method consisting of the following stages: Educational product Conception (C); Theoretical framework (T); and Methodological framework (M3), this last one is based on 3 theories: Transactional Analysis, Multisensory Exploration, and Neurolinguistics. Results and Discussion: The creation and validation of this educational video comprised seven stages. The video length was approximately 2 minutes 24 seconds, and it was projected in 10 scenes. Finally, the video was submitted to a validation process by an ad hoc committee. The advantages of educational resources, particularly videos for health education, are well defined being an increasingly used resource especially in interventions. The use of the CTM3 Method was fundamental because its methodology involves particularly the cognitive and sensory aspects and the specificities of each person. Conclusion: The use of CPA educational videos, due to their great capacity to attract attention of viewers, can help to inform the patient.

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