Introduction

: continuous learning about Patient Safety must be mainstreamed across undergraduate programs related to health disciplines as a way to develop students’ cognitive, procedural, and attitudinal competencies to foster a culture of safety during their professional training. Innovation in didactic adaptation emerges as a necessity to achieve the graduate profile results in a context of large student enrollment.

Objective

: to design and implement teaching-learning strategies as a way to develop student competencies in the area of ​​Patient Safety in an undergraduate program in the health field.

Methodology

: the methodology was based on the flipped classroom technique, a pedagogical approach that allows for planning that considers time, space, and activity in two dimensions: individual and group.

Results

: he resource for analyzing the results was the “tag cloud,” which analyzes the concepts acquired by the students collaboratively. The results highlight the student’s active participation and commitment throughout the process; interest and motivation for the topic were evident. Self-regulation of learning fostered collaborative work and knowledge construction. The concepts extracted from the tag cloud, both relevant and overlapping, coincide with the expected learning content.

Conclusion

: The teaching strategy allowed the student to collaboratively develop a set of concepts and meanings contextualized around Patient Safety; these respond to the objectives of the graduate profile of adopting safe practices and striving for quality of care and dignity.

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