ACTIVE TEACHING AND LEARNING METHODS IN PHARMACY UNDERGRADUATE

Abstract

The Alpha generation, born since 2010, has distinct characteristics, being highly influenced by technology and easy access to digital information. This demands an adaptation of teaching methodologies, as traditional methods have shown limited effectiveness in engaging students. In the context of the Pharmacy course, the need for innovative pedagogical practices is growing, and active methodologies emerge as effective alternatives to create a more dynamic and participatory learning environment. This article explores the application of active methodologies in teaching Pharmacy courses, emphasizing three main approaches: flipped classroom, station rotation and gamification. These methodologies promote student autonomy, encouraging their active participation and the development of critical skills. The flipped classroom allows students to prepare before class, facilitating more productive classroom discussions. The rotation by stations organizes diverse activities that encourage collaboration and the exploration of digital technologies. Gamification integrates playful elements into the learning process, increasing student motivation and engagement. The implementation of these methodologies not only contributes to the training of more critical and reflective professionals in the health area, but also improves the quality of education, adapting it to the demands of the new generation of students. The growing use of these approaches reflects a search for alternatives that make teaching-learning more effective and aligned with contemporary needs.