Viktória Nagy
Université Paris Cité, France - University of Pécs, Hungary 

Aim
The aim of this chapter is to provide a global overview of traditional and innovative pedagogical methods in health education (teacher and student-centred and peer-led learning, problem- and project-based learning, the role of digital tools and e-learning, interdisciplinary education in the 21st century) and to equip the futures generations with skills that are necessary to create contextualized, skill-based curricula.

Summary
Doctoral students in health sciences are not only the researchers of the future, but they are also the educators of the next generation of scientists, hence the need to provide them with solid teaching skills. 21st century scientific research is collaborative, interdisciplinary and requires the capacity to use digital tools and the willingness to take initiatives. Teaching methods in health sciences need to adapt to that reality, as a result, educators of the next generation of scientists shall be familiar with innovative pedagogical methods that surpass the traditional teacher-centred, content-based teaching that leaves students in a passive position. Instead, student-centred, action- and problem-based, blended learning methods using digital tools are required that provide future scientists with more complex skill sets.