In addition new scientific knowledge is seldom swiftly disseminated to practicing professionals as there is a long period between discovery and integration into general health service practice.

From a pedagogical point of view, participants in training programs generally have passive and unimaginative experiences due to the design of courses that do not encourage curiousity or questioning and rarely test comprehension of the material.
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However, both formal and continued education in the health sector rarely gives the privelege of an approach which enables the students and professionals the opportunity to actively experience the learning as constructive knowledge, by reflecting upon their own experiences, as well as the active participation in studies, inquiries and chat forums. On the other hand, the dissemination of new scientific knowledge is seldom oriented toward the practicing professional, having a long lagtime between its production, diffusion and its integration into the daily health care services. In the pedagogical point of view, training programs are displayed to participants using methods which lead to passivity and superficiality, as well as to the absence of creativity, curiosity and comprehension about the case and the use of real-life experiences.

—Have no idea what this is about, but it reads smoother. Is English your native language? Hope it helps. Let me know.
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Aced creative writing.

I’m now getting really curious about which language you’re translating from, by the way.
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First sentence (two attempts):

1- "However, both formal and continuing health education often lack active learning processes; reflection on experience, and participation in studies, inquiries and forums."

Note: What is left? Lecture? If this is what it’s saying you ought to say this:

2- "Health education is delivered via lecture, which is the least efficacious mode of instruction, ignoring cooperative and interactive methods such as group participation in studies (I assume it means group), inquiries, forums, and time for open reflection upon previous experience."

Second sentence: (by the way, the use of "however" to begin the paragraph is dependent upon what lies before, and by using "on the other hand" to open the second sentence it seems that it is objecting to its opening objection.

"New discoveries in scientific knowledge have little relevance to the practicing professional, as the process of dissemination and vetting delays its implementation in daily health care services."

That last sentence … I don’t know what the hell it is trying to say. I’ll try anyway …

"Due to the aforementioned factors, this pedagogical approach leads to a reduction in the critical thinking abilities of participants; they become passive in application, and lack the foundation for creativity, curiosity, and comprehension."

Hopefully you can take this an tailor it to what is attempting to be said … but do not plagiarize!
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using words like dissemination, oriented, diffusion, integration, passivity etc just confuses the whole message.

re-write it in simple English. using long words for the sake of it doesn’t fool anyone.

You should be able to half that text and still get the same message across.
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students persuing health education have problems. Like they don’t "actively" learn meaning they just sit in lectures and don’t get the benefits of hands-on expierence. On the other hand, there is new scientific advances that can change the way people learn in the health profession.

Yeah, that was poorly written by some over zealous grad student.
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