MEDICINE STUDENTS' PERCEPTION IN ACTIVE METHODOLOGY ABOUT EMBRYOLOGY TEACHING-LEARNING TOOLS
| Autor: | GIMENES, Alexandre Dantas, GONÇALVES, Herya Maciel, NOGUEIRA, Thamires Silveira, MARQUES, Vanessa Belentani, CURSINO, Lucia Mara Lopes, PEREIRA, Thiago Scremin Boscolo, FARIA, Tamara Veiga, SOUZA, Patricia Cristina, IEMBO, Tatiane |
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| Jazyk: | portugalština |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | Percurso; v. 5, n. 36 (2020); 522-542 Brazilian Journal of Law and Environmental Management; v. 5, n. 36 (2020); 522-542 |
| ISSN: | 2316-7521 |
| Popis: | Introduction: Human embryology is admittedly difficult to understand, especially for students who are starting a course in the health area and mainly in medicine. Thus, teachers admit the constant need to innovate methods and use different tools that facilitate the teaching-learning process.Objective: To evaluate the effectiveness of four basic embryology teaching-learning tools for medical students.Methods: Descriptive, quantitative, and transversal study conducted in the laboratories of the Faculty Ceres-FACERES, among students in the first stage of the medical course. The following tools were used: modeling masses; movies and videos; elaborate schemes with structures to be named and colored; and three-dimensional plaster models, all aimed at demonstrating the main events of the first to eighth week of development. It was selected 60 students over 18 years of age who answered the evaluation questionnaire through Google Forms (Google LLC, California, United States of America), which contained thirteen questions to quantify the degree of satisfaction with each teaching-learning tool.Results: Among the four tools evaluated, “Gypsum Models” proved to be the best tool evaluated by the study participants, followed by “Modelling Masses”, “Designed Schemes” and finally “Films/Videos”. It was identified that the differences occur when comparing the group's films/videos and plaster modeling (p |
| Databáze: | OpenAIRE |
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