The Pluridimensionality of Teaching in Higher Education and the Implications in the Areas of Health

Abstract

This article delves into the intricate world of healthcare education, examining the role of teaching, the experiences of students, and the challenges they face. It highlights the multifaceted nature of higher education in healthcare, emphasizing the need to transcend mere knowledge transfer and embrace the diversity of knowledge and contexts that permeate the reality of healthcare professionals. The article also traces the historical evolution of healthcare higher education and the unique characteristics of rural settings. A key emphasis is placed on acknowledging the subjectivity of students, underscoring the importance of empathy and attentive observation from educators to maximize learning potential. Active methodologies are championed as essential tools for fostering student autonomy and empowering them to take ownership of their knowledge construction process. The article recognizes the challenges faced by healthcare higher education faculty, including professional devaluation, excessive workloads, and resource scarcity. It calls for critical reflection and ongoing dialogue to cultivate a generation of healthcare professionals who are engaged, critical, and reflective. In conclusion, healthcare education is portrayed as a transformative process for both students and educators, a journey of mutual learning, personal and professional growth, and a catalyst for a more just and healthy society.