Objective. The study aimed to understand the health of student experiences to participate in interdisciplinary discussions in bioethics and know the contributions of interdisciplinary methodological resource for the teaching-learning process at graduation.Methods. Descriptive study of qualitative approach in a public higher education institution of Divinópolis, Minas Gerais, Brazil.Results. Three categories of analysis were identified: "active methodologies in the training of a professional critic," "interdisciplinary debate as facilitator reflection of bioethics" and "feelings and attitudes caused by the interdisciplinary debate."Discussion. There was a lack of approach of bioethical contents in the health curriculum, and the adoption of active methodologies provides a better reflection in bioethics, but that requires changing paradigms of teachers and educational institutions. How to cite this article: Daniel JC, Pessalacia JDR, Andrade AFL. Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences. Invest. Educ. Enferm. 2016; 34(2):
