ACTIVE METHODOLOGIES IN TEACHING PROFESSIONAL ETHICS IN HEALTH COURSES: EXPERIENCE OF SANTA CECÍLIA UNIVERSITY Marcelo Henrique Gazolli Veronez

Abstract

With the main objective of providing safety to the recipients and beneficiaries of interventions, healthcare professions in Brazil are regulated, with a characteristic feature of the regulation being ethical commitment and the incidence of standards that must be followed in professional practice. The first was that of a doctor, through Federal Law No. 3,268, of September 30, 1957. The national curricular guidelines for healthcare courses advocate teaching general and professional ethics. However, during their training, students tend not to have practical experience in what they are studying, which makes it challenging to efficiently transmit and assimilate knowledge that can be fully applied in practice in the future.
The change in method reported in this note occurred in the Physical Education course. In the Physiotherapy course, the discipline has already been implemented using the active methodology described above. This technique proved to be advantageous in relation to the theoretical-expository one, as it allows, in collective moments, multiple views of the same object of study, giving rise to different perspectives to affect it, allowing us to conclude that several views tend to see more than just one and, thus, value teamwork.