Active teaching-learning methods in physiotherapy training: analysis of teacher representations

Abstract

Introduction: The increasing demands of social and healthcare systems necessitate the transformation of pedagogical and curricular practices in higher education through the adoption of active teaching-learning methods. Objective: This study aims to explore the representations held by physiotherapy professors regarding active teaching-learning methods and their implications for the profession. Methods: Thirty professors from two public universities were interviewed. The analysis was guided by the Theory of Social Representations and the Theory of the Central Nucleus. Data were analyzed using EVOC 2005 software, which facilitated the construction of a four-quadrant table, and IRAMUTEQ software was employed for descending hierarchical classification. Results: The representations identified include core elements such as “learning,” “student autonomy,” “dialogue,” “student,” and “teacher” (central quadrant), with peripheral elements like “interactivity.” Five classes were appointed: 1) Experience with active teaching-learning methods; 2) Conceptions on professional training based on active teaching-learning methods; 3) Aspects that contemplate active teaching-learning methods scenario; 4) active teaching-learning methods; 5) Challenges of professional practice based on active teaching-learning methods. Conclusion: We noticed that teachers of undergraduate physiotherapy courses understand active teaching-learning methods and their implications for the practice of the profession, highlighting the student's autonomy and their position as a possible central axis.