PEDAGOGICAL COMPETENCE IN HEALTH EDUCATION: EVALUATION OF UNIVERSITY FACULTY PERCEPTIONS

Abstract

Pedagogical training for health sciences faculty is essential to ensure quality education that integrates technical and pedagogical competencies. This study investigates faculty perceptions of their pedagogical competencies, highlighting gaps and areas for improvement. Objective: To analyze the perceptions of health sciences faculty regarding their pedagogical competencies, focusing on the skills necessary for teaching, identifying formative gaps, and proposing recommendations to improve faculty training programs. Materials and Methods: The study was conducted at a public higher education institution in Goiás, with the participation of 55 faculty members from health-related courses. A mixed-methods approach was used, combining quantitative and qualitative methods. Data were collected through a Likert-type attitudinal questionnaire, structured into three dimensions: Pedagogical Training, Teaching Competence, and Institutional Aspects of Faculty Training. Results: The results indicated an overall average of 3.00 in faculty perceptions, with positive highlights for effective communication (average of 3.60) and pedagogical adaptation (average of 3.56). However, significant gaps were identified in the integration of new pedagogical methodologies (average of 2.33) and the practical application of pedagogical knowledge. Conclusion: The study revealed disparities in competence perceptions among faculty with different levels of experience. It concludes that there is an urgent need for institutional policies that promote continuous and integrated faculty training, balancing technical knowledge with pedagogical competencies to meet the challenges of higher education in health sciences.