The training of health professionals presents complex challenges that demand innovative teaching strategies to ensure effective learning. This study analyzes the impact of the Flipped Classroom (FC) in health education, highlighting its potential to integrate theory and practice, promote autonomy, and foster student engagement. The objective was to evaluate the benefits and limitations of this methodology in the academic training of undergraduate and continuing education students. A narrative literature review was conducted between January and March 2024 in PubMed, SciELO, and Google Scholar, using descriptors such as “Flipped Classroom,” “Active Learning,” and “Health Education.” A total of 32 studies published between 2019 and 2024 were included. The results show consistent evidence of improved academic performance, knowledge retention, and development of problem-solving and interpersonal skills among students exposed to the FC model. However, challenges remain regarding technological infrastructure, faculty training, and student adaptation to active methodologies. It is concluded that the Flipped Classroom, when supported by institutional invest-ment and pedagogical planning, significantly contributes to the preparation of health professionals capable of responding to the dynamic demands of the 21st century.
Lopes et al. (Thu,) studied this question.