STUDENT-CENTERED AND ACTIVE LEARNING STRATEGIES IN HEALTH PROFESSIONS EDUCATION: FOSTERING CLINICAL REASONING AND ENGAGEMENT

Abstract

The transformation of health professions education from traditional, lecture-based models to learner-driven approaches has gained substantial momentum over the past decade. This chapter examines the theoretical foundations and practical applications of student-centered learning and active learning strategies within healthcare education, synthesizing evidence from recent studies conducted across diverse educational contexts. Active learning methodologies, including case-based learning, problem-based learning, physical model construction, and small-group collaborative exercises, have demonstrated measurable benefits in improving critical thinking, knowledge retention, and student satisfaction. Particular attention is given to the application of these strategies in physiotherapy education, specifically within the complex domain of neurological rehabilitation, where students must integrate theoretical knowledge with clinical reasoning under conditions of uncertainty. The chapter also addresses implementation challenges within traditional curriculum structures and offers evidence-based recommendations for educators seeking to adopt these approaches. By fostering deeper engagement and higher-order cognitive skills, student-centered active learning prepares future healthcare practitioners for the demands of contemporary clinical practice.