Interdisciplinarity in the methodology of teaching in Health: A Literature Review

The objective of this article is to carry out a sweep of the current medical literature on the relationship between interdisciplinarity in the methodology of teaching in Health. keywords


INTRODUCTION
A few years ago, several debates about Health Education in higher education and the need to train professionals who are in line with the principles advocated by the Unified Health System (SUS), are present in educational institutions and in the governmental sphere of Health Thus, the Ministry of Health has invested efforts to integrate public policies to health services, also seeking to relate undergraduate practice with the assistance provided to the population. In addition, the professional working in the field of Public Health must extend his knowledge beyond the technical-scientific domain of the profession, to all aspects of interest and social relevance, whether through the health area itself or by integrating it with other sectors. governmental¹ .
Given this premise, academic institutions in the health area need to seek new strategies so that the professional training of graduates is adequate for compliance with the health system, guaranteeing the quality of care for the population. Therefore, the health professional must be able to create, plan, implement and evaluate policies and actions aimed at the general well-being of a given community, in addition to having skills that can transform technical practice into subsidies to provide reception and care for the various aspects of people's health needs¹.
Despite the transformation movements, the education of health professionals is still, for the most part, based on a fragmented model of knowledge, disregarding the needs for action in practice and representing a teaching-learning centered on the teacher's knowledge, on the disciplinary content and in the reproduction of contents by memorization. Considering that the graduation lasts only a few years, while the professional activity lasts for decades, and that the competences are transformed, it is of extreme importance to approach a methodology for a practice of liberating education that allows the health professional to be critical, reflective, and able to learn how to learn² .
Educating the citizen consists of a process of "teaching how to think correctly", going beyond the transmission of contents and encouraging the student to exercise critical and transforming reflection, taking into account the different knowledge necessary for their formation and the applicability of this knowledge to reality in which the students are inserted. In this context, active teaching-learning methodologies emerge that pose challenges to be overcome by students, enabling them to take the place of subjects in the construction of knowledge and participate in the analysis of the care process, placing the teacher as a facilitator and guide of this process².
This article aimed to carry out a sweep of the current medical literature on interdisciplinarity in the methodology of teaching in Health.

METHODOLOGY
This article carried out a search in Google Scholar, Scopus and Web of Science search engines and indexers for the selection of articles, through the keywords "Teaching, Health, Interdisciplinarity, Health Education". Articles with more than 20 years of publication or that did not fit within the scope of the research were excluded.
In all, 10 articles that fit within the search patterns were selected. Education and health teaching.9

REVIEW AND DISCUSSION
The institutional process of the DCN involved a call notice, 4 years of debates by profession, in the already named networks of education for health professionals, public