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Health-related training: investigating practices within undergraduate courses At a time of facing challenges, and with the prospect of transformations in health-related higher education, thereby significantly re constructing the training processes for students, teachers and the community, the set of articles that make up the Dossier section of this issue of Interface provide a rich depiction of the experiences, knowledge and suppositions that form scenarios of teaching and learning, each with its own pace, specific features and meanings. The first article, Curricular change: construction of a new pedagogical training project in the field of Speech Therapy, presents a careful descriptive-analytical survey focusing on the educational transformations within a training experience. The authors have identified the following points as advances within the process of changes in the course they have analyzed, among others: greater integration between the basic disciplines and the professional training activities; greater linkage among the teaching, research and extension activities; and greater interaction among students at different training levels, as to health promotion and disease prevention. Through analyzing the challenges, they emphasize the disordering and reordering intrinsic to this process. The authors highlight the possibilities for undergraduates to build up significant formative routes that stimulate the construction of practical knowledge, thereby linking the intellectual, affective and relational dimensions of learning and developing their critical and reflective capacity. Moreover, the authors consider such possibilities to be important for developing these academic activities within medical courses. This implies boosting their reflective knowledge, with the ethical-academic purpose of emancipating the students undergoing the training. Along with the common thematic thread of transforming health-related education, it can be seen that the three studies presented here also share the trait of showing that qualitative research was the appropriate methodological route for answering the questions that run through the day-to-day process of training health professionals. They portray health, education and qualitative research as a complex and important trio.

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