Action research in medical education: a way to transform teaching
Abstract
Action research represents a relevant pathway for transforming teaching in medical education, as it enables faculty members to critically examine their own practice, implement improvement-oriented interventions, and generate pedagogical knowledge from real educational contexts. In a setting where medical training requires the integration of basic sciences, pathophysiology, pharmacology, clinical reasoning, and decision-making, this approach moves beyond the mere transmission of knowledge and promotes reflective, situated, and locally informed teaching. The article presents action research as a cyclical process of planning, action, observation, and reflection, through which educators identify educational problems, intervene in their practice, and progressively refine their teaching strategies. Its application is particularly relevant for evaluating active learning methodologies such as team-based learning, problem-based learning, clinical simulation, case-based learning, and clinical tutorial teaching. Although its implementation faces challenges related to faculty workload, limited institutional recognition of educational research, and gaps in methodological training, action research offers a valuable opportunity to integrate teaching, research, and pedagogical innovation in the education of health professionals.
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