Introduction:

competency-based curriculum allows learners to learn in dynamic contexts to develop competencies beyond the classroom. Active methodologies such as Problem-based Learning, Project-based Learning and Case Studies were used to develop critical thinking in future health care professionals.

Objective:

to determine the impact of the application of active methodologies in the development of competencies such as critical thinking in medical students.

Methods:

longitudinal quasi-experimental design with one control group and three experimental groups, conducted in 2019. The sample comprised 84 students (cohorts 2018 and 2019) of the Medicine major. Active methodologies were applied to three experimental groups. The Halpern's test allowed measuring critical thinking, with Cronbach's Alpha: 0.724. The statistical analysis considered the Wilcoxon signed ranks test and Friedman's rank test for two or more related samples, respectively. SPSS version 21 was used for the analysis of quantitative data.

Results:

the application of active intervention methodologies favored the development of critical thinking skills related to verbal reasoning, argument analysis and probability and uncertainty in comparison to the control group (expository methodology) where it was not statistically significant (p> 0,05).

Conclusions:

active learning in the students was favored by active intervention methodologies, which, in addition to contributing to the development of critical thinking, allowed strengthening it over time.

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