Introduction: Academic leagues were designed by students and constituted a way to strengthen the inseparability of teaching, research, and extension and to contribute to the students\' curricular complementation. In this context, the changes in the way of teaching medical schools brought different methodological approaches as a model, here thought in a dichotomous way: the traditional model, characterized by the central figure of the teacher, and the active methodologies, characterized by the protagonism of the student in the learning process. Objective: To analyze the students\' perception regarding the contributions of academic leagues in medical education, considering the different methodological approaches (traditional and active). Methodology: This is a cross-sectional and descriptive study carried out with Academic Centers from 49 medical education institutions that answered an electronic questionnaire. Results: The participating institutions were classified according to the adopted methodology: traditional (44.9%), mixed (28.6%), and active (26.5%). The analyzes on the leagues identified activities carried out, themes of the leagues, and criteria of formation of the leagues. Regarding the activities developed, 59.2% carry out technical visits, 22.4% campaigns to extend the community, and 10.2% seminars, with none of the participating institutions having a preference for presenting seminars. Considering the leagues in progress, 93.9% are from surgery and 81.6% from medical clinic and gynecology and obstetrics. The criteria adopted for the formation of academic leagues are primarily of interest to students (98%). Conclusion: The curricular complementarity proposed by the leagues represents the academic\'s desire for the realization of central or peripheral contents for their training. Different from the initial hypothesis of the study, students of active methodology prefer theoretical classes, in the same way as students of traditional methodologies. The academic leagues provide students, in addition to the approach of medical practice, the realization of relevant content for their training and future entry into a residence.

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