Skill development in health sciences active methodologies in higher education

One of the biggest challenges today is to promote various teaching methodologies that accompany scientific, technological, social, cultural, economic, and environmental development, with a view to contributing to the training of professionals who know how to transfer theoretical knowledge to practice, in order to develop a more stable society. The main objective of this study is to understand whether active methodologies result in greater development of 21st-century capabilities in higher education. A systematic review of the literature was carried out, identifying published scientific studies on the subject under study, in the Scopus, Scielo, Web of Science, and PubMed databases, considering certain eligibility and exclusion criteria defined according to the MOOSE recommendations, and that allows us to answer the following research question: what does the literature review about active methodologies in higher education? According to the literature, active methodologies in teaching/learning have shown positive results and can be improved, successfully applied, and supported as creative and relevant pedagogical strategies. On the other hand, they present the most varied definitions, revealing a diversity of challenges and a variety of models that can be followed. This project work demonstrates that active learning methodologies, such as problem-based learning and co-creation, present themselves as innovative methods, used in different educational institutions, at the most different levels, and have achieved important results in learning and development of professional capabilities. As they are models that are neither fixed nor closed, they can be adapted to the different realities and needs of the courses and study contents.