The Federal University of ABC in Sao Paulo, Brazil, since 2013 offers a biomedical engineering career. Its specific curriculum is organized into four axes: 1) Basic content of biomedical engineering; 2) Clinical engineering; 3) Rehabilitation and biomaterials; and 4) Intelligent systems, instrumentation and processes for diagnosis and therapy. For clinical engineering there are three elective courses: Health Technology Management I and II, and Hospital Facilities. The objective of this work is to present the results of a new teaching-learning process for the course Health Technology Management I, based on the constructivist approach, where the student becomes proactive and is responsible for building his/her own knowledge. The process was structured by four components made by the students: Scientific publication (presentation and summary); workshop on health technology assessment (HTA); and a technical report on the results of the HTA workshop. This teaching-learning process was developed by the author, who works as a visiting professor from Mexico, at UFABC, to support clinical engineering courses. The work was done in an evening group with 38 enrolled students, during the first quadrimester of 2025 (from February 10 to April 30). 97% of students approved the course and the average grades were B. As a pedagogical tool, the HTA workshop proved to be the element with the greatest impact on the teaching-learning process.