Abstract:

The evolution of pedagogical strategies meant to foster learner protagonism is highlighted in this analysis of medical education practices over the past ten years. The essay also discusses how the COVID-19 epidemic has affected medical education and how new ideas and changes have been needed to maintain high standards of instruction. The article's foundation is a thorough analysis of the literature on the various approaches to medical education and their outcomes. The objective is to make a positive impact on health education practices. This demonstrates the study that used the PRISMA methodology and a methodological approach based on a systematic literature review. The discourse analysis guidelines put forward by Bakhtin were followed when conducting the presented analyses. In total, 580 papers were examined for this study. A total of twenty-five publications could be chosen for classification after the inclusion and exclusion criteria were applied. The knowledge gained from these articles is essential for validating the methodological advancements in Brazil and worldwide, particularly in medical education. This evidence has been distributed and accelerated by the pandemic. Nevertheless, the challenges continue to exist as weak points that must be addressed and conquered, both generally and particularly, while considering socioeconomic realities and geographical differences. The articles under review illustrate how direct instruction gives way to digital intermediation, emphasizing the rise of Active Participatory Methodologies (APM) in education. Universities that once followed more conventional teaching approaches have seen the most significant shift in this regard. It has been shown to be dynamic and adaptable to these new teaching methods while maintaining a well-structured approach that reflects the essential ideas of discourse genres.

Keywords:

Medicine Teachings, Systematic Review, Pedagogical Strategies.