Training of health professionals to make them critical, reflective, and able to transform their realities is a current need, especially for issues related to health care for older adults. Considering the scenario above, this study aimed to describe the perception of academicians in the health area about the use of active methodologies in the education of health care for older adults. This is a qualitative study, conducted with nine undergraduates from the courses of nursing, medicine, and nutrition, of a public university, located in the area of the Legal Amazon, in Brazil, who participated in an optional course named “Attention to health care for older adults: an interprofessional approach.” For data collection, a focus group was created and the resulting data were transcribed and submitted to a content analysis, using the theme category. Based on the reports of students, their statements were categorized into three themes: In the scene, I, the student; Scenario to share, learn, teach, and resignify the other; Freedom to learn. This study showed the perceptions of these students about the use of innovative teaching methodologies, showing that they were protagonists of the teaching and learning process. Our investigation found the perception of students of active teaching strategies is positive, with critical-reflective characteristics, in addition to the development of teamwork competence.
Introduction: The discussion about the curriculum of health area courses becomes relevant for the proposal of educational strategies that promote the development of collaborative skills. This situation will enable a change in the culture of health care, especially for the demands of the older adults. Objective: To assess the collaborative skills acquired by undergraduate students attending the Gerontology discipline. Method: This is a qualitative study, carried out with students from the Nursing, Medicine, and Nutrition courses of a public university, who took an optional course with an interprofessional focus in 2019. Data collection included the conduction of a focus group and the application of a semi structured interview. The data were analyzed using the Content Analysis technique. Results: Nine students were evaluated, and they reported the development of collaborative skills, such as teamwork, effective communication, and the planning of comprehensive care for the older adults. Conclusion: The individualized expressions of the students participating in this study make us believe that interprofessional learning qualifies as an opportunity to develop collaborative skills.
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