LEARNING TO BE: BUILDING PROFESSIONAL COMPETENCE IN HEALTH EDUCATION

Introduction: In health education, learning assessment is one of the teaching activities with the greatest impact on professional training, as it is not limited to classifying or labeling students as good or bad, but rather to favoring the construction of technical knowledge and practical skills, also involving the development of fundamental attitudes and values for the ethical and humanized practice of the profession. Objective: To understand the experience of teachers in performing the assessment regarding the affective domain in students of medicine and nursing courses. Method: This is an Integrative Literature Review research where a qualitative analysis of 15 selected articles was performed, using content analysis to interpret the implicit pedagogical conceptions and the expected requirements of the affectively competent professional. Resultados: Two central themes were revealed: The capacity to establish ethical and empathic bonds with a critical and reflective conscience regarding social reality (empathy, communication, active listening, therapeutic bond and respect, social awareness, ethical criticality, political stance, and sensitivity to inequalities), and Openness to feedback and learning (cognitive humility, self-reflection, continuous training, ability to listen). Discussion: These competencies define a care that transcends the individual, seeing them in their social context and requiring from the professional a dialogical and sensitive stance. Conclusion: Overcoming the challenge of the affective domain lies in the adoption of a pedagogical process that values learning to be, ensuring that the healthcare professional is technically capable and, above all, humanly responsible.