TEACHING PRACTICES IN DISTANCE EDUCATION IN HEALTH: AN INTEGRATIVE REVIEW OF THE CHALLENGES OF TUTORING

Abstract

Distance education (DE) has expanded access to health education, making the role of tutors essential to the quality of the teaching and learning process. This study aimed to identify the challenges faced by tutors and analyze their impact on pedagogical practices in health-related distance education. This is an integrative literature review with a qualitative approach, conducted in the SciELO, ERIC, and LILACS databases using search terms related to distance education, tutoring, and health. Articles published in the last five years in Portuguese, English, and Spanish were included, totaling 13 studies analyzed through thematic analysis. The results showed that the challenges of tutoring are multidimensional, involving work overload, technological limitations, difficulties in pedagogical mediation, and low student engagement. Strategies such as active methodologies, hybrid teaching, virtual learning environments, and interactive digital resources were also identified as capable of strengthening learning and promoting student retention. It is concluded that the effectiveness of distance learning in health education depends on institutional support, pedagogical qualifications, and better working conditions for tutors, reaffirming their strategic role in mediating the educational process and ensuring the quality of health education.