Exploring active learning and teaching methodologies in health professions education: an explanatory sequential mixed-methods study of Italian lecturers and students

Although active teaching methodologies, which promote student engagement and critical thinking, are recognized for enhancing learning outcomes, their application in university settings remains uncertain. In health profession programs, traditional lecture-based models are still prevalent, raising questions about the feasibility and impact of adopting more interactive and student-centered approaches in this context. The aim of this study was to investigate the views of both lecturers and students regarding active learning and teaching methodologies within an Italian Bachelor’s degree program for health professions. This explanatory sequential mixed-methods study, conducted in June and July 2024 within the Bachelor’s degree program in Neuro and Psychomotor Therapy of Developmental Age at the University of Padua, involved the distribution of two semi-structured and self-developed questionnaires. The first assessed the use of active learning and teaching methodologies by lecturers, while the second collected feedback on Neuro-Visual Rehabilitation instruction by students. Quantitative data were analysed using descriptive statistics, while qualitative data were further organized and interpreted with thematic coding supported by NVivo. Findings indicate that lecturers recognize the effectiveness of active teaching methodologies, though they highlight challenges such as limited time and inadequate training. The most frequently used active methods were practical labs and cooperative learning through clinical case discussion, both of which were particularly valued by students, while traditional lectures received less favourable feedback. Both groups agreed on the effectiveness of active learning. However, challenges such as time constraints and insufficient training were noted, highlighting the need for further support in implementing active methodologies. Enhancing support for active and student-centered approaches may foster clinical reasoning, facilitate the integration of theoretical knowledge with practical skills, and promote the development of education of healthcare professionals.