Introduction:

In Brazil, the National Curriculum Guidelines for Medicine courses state that medical training should use methodologies that favor the active participation of the student in the construction of knowledge, in addition to providing for the existence of teacher development and improvement programs within Medical courses.

Objective:

To evaluate the use, difficulty and training related to Active Teaching and Learning Methodologies (MAP) in teachers of the Medicine course in two campuses of the Federal University of Santa Catarina.

Method:

Cross-sectional study with data collection through a questionnaire in an online format, researching demographic, academic education, teaching and MAP variables, including its use in pedagogical practice, difficulties and training on the subject. Statistical analyses were performed in order to verify differences among the analyzed variables.

Results:

63 teachers participated, with a mean age of 48.2 years, mostly female (57.1%), who worked exclusively for the university (61.9%) and half of the sample population was composed of physicians. Only one in ten teachers reported that they do not use and/or never used MAP in their work as a teacher, and half reported having difficulty in using it. As for the pedagogical training, 54% reported having performed it, and among these, 67.7% reported that it was not enough to give theoretical density to the teaching-learning process with MAP. Case study and problem-based learning were the best-known MAPs and used within the university.

Conclusion:

The use of MAP was high and just over half of the teachers reported some training in the subject. Considering that most teachers pointed out difficulties in its use with students, it is necessary to plan the methodology, workload or themes of the training that are offered.

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