Training Of Health Professionals Research Articles

Use of Intersectionality as a tool in the development of interventions, protocols and advanced health analyzes associated with people living with HIV. A Scoping Review

Introduction: Intersectionality has been used as a tool to understand and address health inequalities, especially in the context of health care for people with HIV. However, its application in the development of intervention strategies and care protocols is scarce.Methods: a systematic scoping bibliographic review was carried out to identify studies that use intersectionality in the field of health, as a tool for the development of advanced information analysis, development of instruments and protocols associated with people with HIV. Databases such as Scopus, PubMed and Clarivate Analytics Wos of Science were used.Results: Intersectionality has been used as a tool for the development of basic frameworks for the development of protocols and measurement instruments, its use in the development of intervention programs is scarce.Conclusions: Intersectionality is a valuable tool to understand health inequalities, but its application in the development of intervention strategies and care protocols is limited. It is necessary to develop research that uses intersectionality to create health intervention and professional training programs that address health inequalities and reduce the stigma associated with HIV.

Pilot qualitative exploration of the impact of community asset mapping within the undergraduate psychiatry curriculum at an Irish medical school

IntroductionProviding an effective response to global health disparities requires that future doctors are better prepared to embrace a public health ethos. Asset-based approaches see people and communities as coproducers of...

The objectively structured clinical examination for safe nursing care: a scoping review

Introduction: The Objective Structured Clinical Examination (OSCE) has been utilized as an educational strategy in the training of health professionals. Its application in this context can enhance the development of both technical and non-technical skills, as well as safety in care.Objective: To map the patient safety skills developed by nursing professionals through the Objective Structured Clinical Examination as found in the literature.Method: This is a scoping review structured according to the JBI framework and guided by the Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. The review is registered in the Open Science Framework with the DOI number 10.17605/OSF.IO/MESC3. A search was conducted in the following databases: PubMed, Scopus, Web of Science, Cumulative Index of Nursing and Allied Health Literature (CINAHL), the CAPES Catalog of Theses and Dissertations, and Google Scholar, between February and April 2023.Results: Twenty-five studies were selected, demonstrating that the OSCE is used to train nursing teams with a focus on safety skills such as communication, teamwork, decision-making, clinical care, and situational safety awareness.Conclusion: The OSCE has been used as an educational strategy to improve the quality and safety of care. It is applied from primary care to high-complexity settings to evaluate professional skills that are technical, attitudinal, or behavioral in nature. The use of OSCE aids in the development of professional skills related to patient safety.

Teaching and Evaluating the Virtual Physical Exam in Telemedicine.

With the rapid adoption of telemedicine since the COVID-19 pandemic, it has become imperative to teach and evaluate health professional trainees on skills important to conducting effective virtual visits. We developed a simulation-based workshop with (1) readings, (2) a lecture covering online communication and the virtual head and neck exam, (3) a telemedicine simulation with a standardized patient observed by faculty, (4) personalized feedback from faculty, and (5) a group debrief session. We created an evaluation rubric based on three of 20 Association of American Medical Colleges (AAMC) telemedicine competencies to assess learner performance during the simulations. Students (medical and physician assistant students; n = 50), and internal medicine residents (n = 20) completed this workshop in 2023. At least 90% of trainees across the two groups were rated as approaching entrustment or entrustable in each competency. This workshop is an example of a scalable telemedicine curriculum that can be used to teach and evaluate learners in the virtual physical exam across the training continuum.

Task-shifting of prolonged exposure for primary care (PE-PC) for PTSD in a semirural setting in South Africa: A pilot implementation study.

Implementation science (IS) has received increased attention as it provides a means to bridge the know-do gap to implement evidence-based interventions in real-world settings. Against this backdrop, posttraumatic stress disorder (PTSD) is a global mental health concern (Koenen et al., 2017), especially in low- and middle-income countries characterized by limited trained health professionals, infrastructure, and limited access to evidence-based mental health care (Chen et al., 2017). Over the last 3 decades, effective trauma-focused psychotherapies (TFPs) for PTSD have been developed (Hamblen et al., 2019). Prolonged exposure therapy (PE) is a first-line TFP for PTSD (Hamblen et al., 2019), yet the dissemination and implementation of PE have been limited to specialty care settings in developed or industrialized countries (Booysen & Kagee, 2020). Implementation science provides an opportunity for disseminating and implementing TFPs like PE in low- and middle-income countries. This article describes mixed-method data from a pilot implementation study of an abbreviated version of PE, known as prolonged exposure for primary care (S. A. M. Rauch, Kim, et al., 2023), in a semirural city in the Eastern Cape of South Africa. Importantly, prolonged exposure for primary care shows a significant reduction in PTSD when provided by lay counselors and good feasibility and acceptability. In addition, we reflect on the barriers and facilitators related to implementation research within a low-resourced community, namely, (a) training lay counselors, (b) cultural diversity, and (c) mental health literacy. Mental health literacy is proposed as an essential component to consider in implementation science, especially in low-resourced communities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Contribuições da Ciência da Informação para Melhorar o Acesso ao Sistema Único de Saúde

This research aimed to study the difficulties encountered by the population in accessing the Brazilian Unified Health System. This was also intended to provide support for thinking about the transversality of Information Science in the Health sector. To this end, exploratory research was carried out, following a mixed methods approach, in Pernambuco State. It was observed that the majority of the 103 research participants use the system in their daily lives, for specialized care and surgeries, have access to the Internet, access to information and communication technologies, and are open to using technologies in their relationship with the system. The difficulties they have in accessing the Health System relate to: lack of health professionals, lack of computerization of health units, need for training of health professionals, limited number of health units and disorganized waiting lists. In this context, the potential contributions of Information Science to improving access to the Unified Health System include development of information services focused on access to the system, development of tools that can assist health professionals and the population on several fronts and collaboration in computerization and interoperability of health unit systems.

HIV and hepatitis B virus co-infection in Mozambique: Policy review and health professionals' knowledge and practices.

Human Immunodeficiency Virus (HIV) and Hepatitis B Virus (HBV) co-infection is a public health problem affecting 2.7 million worldwide. In Mozambique, the prevalence of this co-infection is 9.1%, calling for specific policies on prevention, diagnosis and adequate management in health facilities caring for HIV patients. This study aimed to review the existing policies and to assess the knowledge and practices of health professionals about HIV/HBV co-infection. A document and literature review to describe the existing policies and guidelines on HIV/HBV co-infection in Mozambique was performed. Key informants were contacted to clarify or add information. Health Professionals who care for HIV-positive patients in four health centers in Maputo City, the capital of Mozambique, responded to a questionnaire on knowledge and practices about this co-infection. Qualitative analysis was done to identify main themes using content analysis. Descriptive statistics of socio-demographic, knowledge and practice variables was presented using the SPSS Program version 20 and bivariate analysis was applied to describe the association between variables. Twenty-one policy documents were found, and five key informants were interviewed. Fifty-two participants answered the questionnaire. Only one policy document explicitly referred to HIV/HBV co-infection treatment. Most Health Professionals (96%) were aware of HIV/HBV co-infection. Although the only existing policy is on the treatment, few (33%) referenced antiretroviral formulations containing Tenofovir and Lamivudine. Only 29% of Health Professionals reported screening HIV patients for HBV and 21% practiced HIV/HBV co-infection counselling. No statistically significant differences were found when relating the socio-demographic variables with knowledge and practices. Policy documents relating to prevention, diagnosis and clinical management of HIV/HBV co-infection were rare or absent. Health Professionals had little knowledge about HIV/HBV co-infection. Defining adequate policies and training of Health Professionals may help increase awareness, increase counselling of patients for disease prevention, diagnosis and proper management of HIV/HBV co-infected patients.

Wellness and Stress Management Practices Among Healthcare Professionals and Health Professional Students.

Healthcare professionals experience stressors that begin during training and persist into their careers that adversely impact their well-being. This study aims to identify students' and professionals' stress levels, satisfaction with wellness domains, barriers to wellness, and stress management practices. This study was a cross-sectional self-reported survey study. The study included students (N = 242) and professionals (N = 237) from medicine, nursing, pharmacy, physical therapy, social work, and counseling/psychology. The Managing Health & Wellness in Health Professions Training and Practice survey was used to capture wellness practices and barriers among participants. Results: Students reported significantly higher perceived stress compared to professionals (P < 0.001). Total wellness is significantly higher among professionals compared to students (P < 0.001). A higher stress rate is significantly related to being female, having a lower wellness score, and facing more barriers (P < 0.001). Intellectual health is the most valuable wellness domain for providers (M = 3.71, SD = 0.9) and students (M = 3.43, SD = 0.85), followed by spiritual health for providers (M = 3.4, SD = 1.1), and work/learning environment for students (M = 3.33, SD = 0.93). Professionals and students are least satisfied with their physical and financial health. Barriers include fatigue, workload/productivity in clinical practice, work hours, and burnout. Healthcare professionals exhibit a variety of stress management practices, encounter barriers, and prioritize different wellness domains. Healthcare systems should incorporate self-care education into their curricula and implement systemic changes to foster a thriving healthcare workforce.

A novel oral medicine-centered interprofessional curricular initiative to promote collaboration and build oral health capacity.

Oral physicians should possess knowledge, skills, and attitudes required for functioning in the evolving integrated care systems. Paramount for addressing the existing oral health disparities is also adequate training of non-dental health professionals in the foundations of oral health. We conducted interprofessional oral medicine-centered case conferences to prepare dental students for collaborative care and to increase awareness of non-dental students about the mouth-body connection. Herein, we share our perspective and the students' feedback about this educational program. Students from seven health profession and social work programs attended an interactive, online oral medicine-centered case conference facilitated by an oral medicine faculty and at least one faculty from another profession. Faculty facilitators guided students to identify key points and encouraged team-based care. Anonymous, voluntary online surveys were distributed to participants immediately after each session. Descriptive data tabulated and analyzed. A total of 151 students participated in conferences between 11/11/2022 and 3/24/2023 and 132 (87%) submitted postexperience surveys. Students agreed that the case conference was applicable to their profession (95%) and meaningful (94%), they learned new information about other professions (94%), they could contribute to discussions (90%), interactions were respectful (99%), and discussions emphasized interprofessional collaboration (96%). Non-dental respondents learned more about oral-systemic link (95%), recognized a broader role for dentists (90%), and agreed with inclusion of more oral health content in their curricula (79%). Oral medicine-centered case conferences provided an effective curricular path for demonstrating oral-systemic connection, promoting meaningful interprofessional collaboration, and building oral health capacity among students of non-dental health professions.

Theorizing epidemiology, the stories bodies tell, and embodied truths: a status update on contending 21st c CE epidemiological theories of disease distribution.

This critical review considers the status of 21st-century epidemiological theories of disease distribution, updating to 2024 prior analyses published up through 2014, and discusses the implications of these theories for research, practice, and pedagogy. Three key trends stand out: (a) the continued dominance of individualistic biomedical and lifestyle theories; (b) growth and elaboration of social epidemiological alternatives; and (c) the ongoing inattention to epidemiologic theories of disease distribution in the training of epidemiologists and public health professionals and in current efforts to improve the rigor of epidemiological research and causal inference. In a context of growing global political polarization, climate crisis, broader environmental and ecological crises, and stubbornly persistent health inequities within and between nations, producing actionable knowledge relevant to improving the people's health and advancing health justice will require much greater engagement with social epidemiologic theories of disease distribution in research, pedagogy, and practice. At issue is critically engaging with the embodied truths manifested in the stories bodies tell in population patterns of health, disease, and well-being.

Bridges between two medical realities: Perspectives of Indigenous medical and nursing students on snakebite care in the Brazilian Amazon.

In the Brazilian Amazon, snakebite envenomations (SBEs) disproportionately affect Indigenous populations, and have a significantly higher incidence and lethality than in non-Indigenous populations. This qualitative study describes the Indigenous and biomedical healthcare domains for SBE care from the perspective of the Indigenous medical and nursing students in Manaus, Western Brazilian Amazon. In-depth interviews were conducted with five Indigenous students from the Amazonas State University, between January and December 2021. The interviews were analyzed using inductive content analysis. We organized an explanatory model with five themes: (1) participants' identities; (2) causality levels in Indigenous and biomedical systems; (3) therapeutic itineraries in Indigenous and biomedical systems; (4) ideological implications of adding biomedical devices to Indigenous healing systems; and (5) therapeutic failure in and efficacy of Indigenous and biomedical systems. From a noncolonial perspective and seeking to increase the quality and acceptability of health care for the Indigenous populations of the Brazilian Amazon, the training of Indigenous health professionals presents itself as a promising strategy. For this goal, universities should serve as empowering settings for Indigenous health students that support them in their growth and development, raise their awareness of injustice, and catalyze change toward a culturally adapted and effective service for the users.

Children and adolescents at risk for seclusion and restraint in inpatient psychiatric treatment: a case control study

To reduce coercion in acute inpatient child and adolescent psychiatric units, a better understanding of individuals at risk for seclusion and/or restraint (S/R) is needed. We report data on the proportion of patients secluded/restrained and factors associated with higher risk of S/R. Identifying preventative mechanisms through risk stratification upon inpatient admission can aid the training of mental health professionals, and support shaping specific workflows for at-risk populations for example by joint crisis plans or post-coercion review sessions. Methods: A case-control study included all admissions (n = 782) to a department of child and adolescent psychiatry within 36 months between 2019 and 2022. Data on age, sex, out of home care, primary and comorbid ICD-10 diagnoses, length of stay, prior/multiple admissions were compared between admissions with and without S/R using chi square tests for categorical and t-tests for continuous variables. Uni- and multivariate binary logistic regression models were computed. Results: The overall proportion of S/R was 12.8% (n = 100). Females (p = 0.001), patients in out of home care (p < 0.001), with prior admission (p < 0.001), Post-traumatic stress disorder (PTSD; p < 0.001) and Borderline personality disorder (BPD; p < 0.001) were at a significantly higher risk of S/R. Length of stay in days (OR 1.01), out of home care (OR 3.85), PTSD (OR 6.20), BPD (OR 15.17), Attention deficit hyperactivity disorder (ADHD)/conduct disorder (OR 4.29), and manic episode/bipolar disorder (OR 36.41) were significantly associated with S/R in multivariate regression. Conclusions: Child and adolescent psychiatric staff should consider risk factors when using coercive measures. Patients with PTSD and/or BPD are the most vulnerable subgroups. Training of professionals and clinical practice need to be adapted in order to prevent the use of S/R and its potential hazards.

Teaching and training of human resources for genetics and genomics in Brazil.

This manuscript reviewed the state of the art about the teaching and training of human resources for genetics and genomics in Brazil. We presented the national scenario of teaching genetics in medical undergraduate and other health courses. We discussed the training of medical geneticists through medical residency and addressed the training in genetics of physicians from specialties other than genetics. We examined the training of health professionals specializing in genetics through lato sensu and stricto sensu postgraduate programs and presented the proposals for multi-professional residency in genetic counseling and genetics and genomics that are currently the subject of discussion in the country. Finally, we highlighted the importance of training primary health care professionals concerning genetics and genomics for the effective establishment of a line of care for individuals with genetic disorders in the Brazilian Unified Health System. Therefore, we provided a thorough overview of how genetics is (or is not) incorporated into professional training in a comprehensive public healthcare system such as the Brazilian.

Factors critical for the successful delivery of telehealth to rural populations: a descriptive qualitative study

BackgroundThe use of telehealth has proliferated to the point of being a common and accepted method of healthcare service delivery. Due to the rapidity of telehealth implementation, the evidence underpinning this approach to healthcare delivery is lagging, particularly when considering the uniqueness of some service users, such as those in rural areas. This research aimed to address the current gap in knowledge related to the factors critical for the successful delivery of telehealth to rural populations.MethodsThis research used a qualitative descriptive design to explore telehealth service provision in rural areas from the perspective of clinicians and describe factors critical to the effective delivery of telehealth in rural contexts. Semi-structured interviews were conducted with clinicians from allied health and nursing backgrounds working in child and family nursing, allied health services, and mental health services. A manifest content analysis was undertaken using the Framework approach.ResultsSixteen health professionals from nursing, clinical psychology, and social work were interviewed. Participants mostly identified as female (88%) and ranged in age from 26 to 65 years with a mean age of 47 years. Three overarching themes were identified: (1) Navigating the role of telehealth to support rural healthcare; (2) Preparing clinicians to engage in telehealth service delivery; and (3) Appreciating the complexities of telehealth implementation across services and environments.ConclusionsThis research suggests that successful delivery of telehealth to rural populations requires consideration of the context in which telehealth services are being delivered, particularly in rural and remote communities where there are challenges with resourcing and training to support health professionals. Rural populations, like all communities, need choice in healthcare service delivery and models to increase accessibility. Preparation and specific, intentional training for health professionals on how to transition to and maintain telehealth services is a critical factor for delivery of telehealth to rural populations. Future research should further investigate the training and supports required for telehealth service provision, including who, when and what training will equip health professionals with the appropriate skill set to deliver rural telehealth services.

Exploring the influence of rural longitudinal multidisciplinary student placements on interprofessional education and collaborative practice in South Africa

Background. Training health professions students along the continuum of care on the distributed training platform (DTP) is increasingly being adopted by universities across Africa to promote the development of responsive healthcare professionals. Interprofessional collaboration to meet patient needs is an integral part of this ideal. Multidisciplinary student placement on the DTP (MDTP) provides opportunities for interprofessional education (IPE). Stellenbosch University offers longitudinal undergraduate student placement at two rural MDTPs in South Africa. Objective. The objective of this study was to explore the perceived IPE opportunities in Worcester and Upington in South Africa. Methods. Sixteen purposively selected undergraduate students from five-degree programmes who trained in Upington or Worcester were individually interviewed in 2022 using a qualitative case study research design. Inductive thematic analysis was conducted in reflection with an independent researcher, after which data were deductively analysed using the definition of IPE to guide data coding and theme development. Results. The value of curricular IPE activities and the need for co-curricular IPE activities focused on holistic patient care were noted. Extracurricular themes related to purposive co-ordination of accommodation, transport and social activities to promote interprofessional interaction were noted. Conclusion. It is not always possible to purposively design IPE activities on rural MDTPs owing to financial and human resource constraints. This study offers insight into curricular, co-curricular and extracurricular facilitators for IPE in the design of learning opportunities and logistics on rural MDTPs. Recommendations for the development of future MDTPs are presented.

TikTok as a teaching and learning method for nursing students: A quasi-experimental study

BackgroundSocial networks have emerged as powerful tools in education, offering new opportunities for interactive learning. TikTok has gained popularity among young people and has potential for use as a teaching tool in health disciplines. ObjectiveTo evaluate the effectiveness of an educational program based on a multimodal intervention using the TikTok platform to improve theoretical-practical knowledge about diabetic debut and vaccination schedules and satisfaction in nursing students. DesignA quasi-experimental study design. SettingsFaculty of Nursing, University of Cadiz, Spain. Participants74 third-year undergraduate university nursing students. MethodsAccording to Kolb's experiential learning model, a multimodal educational intervention was carried out during the academic year 2022/2023, with 12 h of training. In these sessions, theoretical content on the vaccination calendar and diabetic debut was developed with written case studies. In the last session, 19 working groups were formed and each group was given a practical case study to solve through role-playing and creating a video in TikTok. A questionnaire to measure individual knowledge and a rubric questionnaire were used to evaluate the simulations in TikTok platform. ResultsA significant improvement (z = 6.843, p < 0.001) was observed in the mean scores (9.93 ± 1.65) of the posttest of the knowledge questionnaire, used to evaluate abstract conceptualisation abilities. Additionally, a mean score of 10.42 (SD = 1.42) of the items on the rubric questionnaire, designed to assess active experimentation and reflective observation abilities, were correctly performed. It stands out that 97.1 % of the students positively valued the elements of teaching innovation implemented, while 82.9 % showed a high level of satisfaction with their activity. ConclusionA multimodal educational intervention using TikTok platform proved to be effective in improving the acquisition of theoretical-practical knowledge in the university students included in the study. Therefore, this type of experiential training is recommended for the training of future health professionals.

Effectiveness of a group psychological intervention to reduce psychosocial distress in adolescents in Pakistan: a single-blind, cluster randomised controlled trial

Emotional problems in adolescents living in low-income and middle-income countries (LMICs) remain largely unaddressed; key reasons include a scarcity of trained mental health professionals and unavailability of evidence-based, scalable psychological interventions. We aimed to evaluate the effectiveness of a non-specialist-delivered, group psychological intervention to reduce psychosocial distress in school-going adolescents in Pakistan. In a two-arm, single-blind, cluster randomised controlled trial, eligible public school clusters from a rural subdistrict of Gujar Khan, Rawalpindi, Pakistan, were randomised (1:1, stratified by sex) using permuted block randomisation into intervention (n=20) and wait-list control (n=20) groups. Adolescents aged 13-15 years who provided informed assent and caregivers' consent were screened for psychosocial distress using the youth-reported Pediatric Symptoms Checklist (PSC; total psychosocial distress scores from 0 to 70), and those scoring 28 or more and their caregivers were enrolled into the trial. Adolescents in the intervention group received seven weekly group sessions and their caregivers received three biweekly group sessions in school settings from trained non-specialists. The primary outcome was change from baseline in the total PSC scores at 3 months post-intervention. The trial was registered prospectively with the International Standard Randomised Controlled Trial Number registry, ISRCTN17755448. From the 40 school clusters that were included, 282 adolescents in the intervention group and 284 adolescents in the wait-list control group were enrolled between Nov 2 and Nov 30, 2021. At 3 months, adolescents in the intervention group had significantly lower mean total score on the PSC compared with adolescents in the control group (mean difference in change from baseline 3·48 [95% CI 1·66-5·29], p=0·0002, effect size 0·38 [95% CI 0·18-0·57]; adjusted mean difference 3·26 (95% CI 1·46-5·06], p=0·0004, effect size 0·35 (0·16-0·55). No adverse events were reported in either group. The group psychological intervention most likely represents a feasible and effective option for adolescents with psychosocial distress in school settings. UK Medical Research Council, Foreign Commonwealth and Development Office, Department of Health and Social Care. For the Urdu translation of the abstract see Supplementary Materials section.

“Actually, even me I wouldn’t think that it is there” exploring the knowledge and attitudes of health professionals towards autism spectrum disorders in Uganda

Globally, the prevalence of ASD is reported to be increasing requiring more health professionals to provide care. However, to-date, there is little research from Uganda. This study aimed to explore health professionals’ knowledge and attitudes in the identification, diagnosis, and management of ASD in children and adolescents in Uganda. A semi-structured interview guide was used to collect data from 20 health professionals working with children and adolescents in three regional hospitals in Uganda. The data was analyzed using thematic analysis. Perceptions and understanding by health professionals about ASD were captured as three themes: competence of health professionals in identifying and managing ASD; constraints to the identification and management of ASD; and, optimism. Findings suggest there are challenges in the identification and management of ASD, which results in the low detection of ASD in Uganda. Delivery of education to the wider community and health professional training is recommended. Key practitioner message Detection and identification of ASD in children and young people is limited in Uganda. Health professionals in Uganda experience challenges that impact on their ability to appropriately diagnose and support individuals with ASD. Lack of knowledge has been cited as a factor in the caregivers’ health seeking behavior. The low numbers of caregivers seeking help for the children with ASD from the health centers implies that some community members still have faith in the medical field. The sensitization of both professionals and community about the treatment and available services was recommended as a powerful tool in improving health-seeking behavior

Operational mental health. . .what practitioners and commanders should know.

Mental Health support to military operations is well established as an integral part of military medicine. Unfortunately, Commanders often receive little or no training in how best to use their mental health assets or what their capabilities are. Conversely, members of a Field Mental Health Team frequently have no operational experience and try to merely translate their civilian practice onto the battlefield. This article describes what mental health professional can, and should do on military deployments and calls for greater training and awareness of both Mental Health professionals and Operational Commanders to foster mutual understanding and use the Field Mental Health Team to best effect. The paper drawson the experience of working in a Field Mental Health Team on six operational deployments in Iraq and Afghanistan. Military mental health professionals work mostly in peacetime and this work ill prepares them for the very different type of work required of them on operations. More training is required to prepare both practitioners and commanders for the mental health issues that confront them on operational deployments.

Implementation of the use of active methodologies used by preceptors of the pain outpatient clinic of the University Hospital of the Federal University of Juiz de Fora: Experience report

Introduction: The Multiprofessional Pain Outpatient Clinic (AMD) was created at the University Hospital of the Federal University of Juiz de Fora (HU-UFJF) to offer an integrated and interprofessional approach to the treatment of chronic pain, in line with the Multiprofessional Residency in Adult Health. To face the complex demands of AMD and promote more engaged and meaningful learning, the need arose to use Active Methodologies (AM) in the teaching-learning process of residents. Objective: To report the creation of a preceptorship plan for the implementation of active methodologies in the teaching-learning process of AMD, with the objective of developing critical, communication and teamwork skills in health professionals and promoting more effective and integrated care for patients with chronic pain. Experience Report: The study adopted the format of an experience report and took place at AMD, involving an interprofessional team composed of residents and preceptors. Several active methodologies were used, such as case studies, problem-based learning, interprofessional teaching, experiential learning, among others. The implementation of active methodologies in AMD demonstrated significant potentialities, including improvements in resident performance, development of communication and teamwork skills, favoring interdisciplinary practices, and academia-service integration. A more active and engaged participation of students in the discussions of clinical cases was observed, resulting in a deeper understanding of the clinical concepts presented. Conclusion: Active methodologies represent an effective strategy to promote learning and professional development in AMD, contributing to a more integrated and efficient care for patients with chronic pain. The study highlights the importance of continuous training of health professionals and the search for innovative practices in the context of chronic pain.