Abstract
Structured as an attempt to integrate physical and mental health together with the impact of social issues on the health-disease process, Family and Community Medicine rises in a resistance to medical fragmentation in the origins of its traditionalist teaching process until the specialized training of the medical professional. Thus, from a perspective contrary to the biomedical model of teaching, family and community physicians gradually occupy spaces for teaching, tutoring and preceptorship of students, from medical graduation to training in residency programs. However, associated with the need to expand the specialty in specialized training scenarios, the decay of traditional teaching methodologies arises in times of technological, global and informational changes, in which the current student, if not stimulated to an immersive participation in the learning process, is responsible for stimulating attention and prioritizing the focus on stimuli from electronic devices and involvement in social networks. From this perspective, an analysis of the literature is sought linked to the problematization of the demand for changes in passive and archaic teaching methods, with the growth of new education models based on realistic simulation, with emphasis on the new method of role-playing game.
Published Version
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