Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences.

ABSTRACT

OBJECTIVE: The study aimed to understand the health of student experiences to participate in interdisciplinary discussions in bioethics and know the contributions of interdisciplinary methodological resource for the teaching-learning process at graduation. METHODS: Descriptive study of qualitative approach in a public higher education institution of Divinópolis, Minas Gerais, Brazil. RESULTS: Three categories of analysis were identified ''active methodologies in the training of a professional critic,'' ''interdisciplinary debate as facilitator reflection of bioethics'' and ''feelings and attitudes caused by the interdisciplinary debate.'' Discussion. There was a lack of approach of bioethical contents in the health curriculum, and the adoption of active methodologies provides a better reflection in bioethics, but that requires changing paradigms of teachers and educational institutions.