scholarly journals Changing paradigms in anatomy teaching-learning during a pandemic: Modification of curricular delivery based on student perspectives

2021 ◽  
Author(s):  
Sushma Prabhath ◽  
Anne DSouza ◽  
Akhilesh K. Pandey ◽  
Arvind K. Pandey ◽  
Prasanna L. Chandracharya
Keyword(s):  
Student Perspectives ◽  
Teaching Learning ◽  
Anatomy Teaching

scholarly journals Neuroanatomia: Assiduidade na Monitoria e Desempenho Acadêmico

2021 ◽  
Vol 22 (4) ◽  
pp. 589-592
Author(s):  
Rian Kassio dos Santos Martins ◽  
Ana Núbia de Barros de Barros ◽  
Leidiane Cristina Vieira Ferreira Vieira Ferreira ◽  
Mayara Bocchi ◽  
Luiz Fernando Gouvêa-e-Silva ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Quantitative Study ◽  
Learning Process ◽  
Human Anatomy ◽  
Median Frequency ◽  
Positive Correlation ◽  
Monitoring Activities ◽  
Teaching Learning ◽  
Spearman Test ◽  
Anatomy Teaching

ResumoA Neuroanatomia é uma vertente complexa do estudo da Anatomia Humana, sendo a monitoria acadêmica (MA) uma forma dinâmica de habituar os discentes às estruturas e contribuir com a assimilação dos assuntos. O objetivo do presente estudo foi analisar a assiduidade nas atividades de MA com o desempenho dos estudantes. Trata-se de um estudo descritivo, transversal e quantitativo, realizado com 91 discentes vinculados aos cursos de Psicologia e Fisioterapia. Os estudantes foram distribuídos em três grupos: indivíduos que não participaram da MA (G1), participaram poucas vezes da MA (G2) e aqueles com participação mais assídua na MA (G3), com base na mediana da frequência dos participantes na MA. A análise estatística foi realizada pelo programa GraphPad Prism 6. Observou-se que, em ambas as avaliações parciais, os indivíduos que apresentaram maior assiduidade (G3) na MA tiveram melhor desempenho em relação àqueles que não participaram da MA (G1). Quando realizada a média final, foi observado que os indivíduos com maior assiduidade (G3) apresentaram melhor desempenho, quando comparados tanto ao G1 como G2. Além disso, o teste de Spearman mostrou correlação positiva entre presença e nota. Os discentes que participam das atividades da monitoria encontraram vantagens pedagógicas, resultando em um melhor domínio do processo de ensino e aprendizagem. Palavras-chave: Anatomia. Ensino. Educação Superior. AbstractNeuroanatomy is a complex aspect of the study of Human Anatomy, and academic monitoring (AM) is a dynamic way to familiarize the students with structures and contribute to the subjects assimilation. The objective of the study was to analyze the assiduity in AM activities with the students' performance. It is a descriptive, transversal, and quantitative study, carried out with 91 students linked to the Psychology and Physiotherapy courses. The students were divided into three groups: individuals who did not participate in AM (G1), participated in AM less often (G2) and those with more frequent participation in AM (G3), based on the participants’ median frequency in AM. Statistical analysis was performed using the GraphPad Prism 6 program. It was observed that in both partial assessments, the individuals who showed greater attendance (G3) in AM had a better performance in relation to those who did not participate in AM (G1). When the final average was performed, it was observed that individuals with greater attendance (G3) performed better when compared to both G1 and G2. In addition, the Spearman test showed a positive correlation between presence and grade. The students who participate in the monitoring activities found pedagogical advantages, resulting in a better mastery of the teaching-learning process. Keywords: Anatomy. Teaching. Education.

Student Cognition in the Instructional Setting

1995 ◽  
Vol 15 (1) ◽  
pp. 25-40 ◽  
Author(s):  
David J. Langley
Keyword(s):  
Task Performance ◽  
Learning Process ◽  
Systematic Approach ◽  
Student Perspectives ◽  
Social Setting ◽  
Instructional Setting ◽  
Multiple Contexts ◽  
Core Category ◽  
The Social ◽  
Teaching Learning

The purpose of this study was to describe and interpret student perspectives and thoughts associated with the teaching/learning process. Twenty university students enrolled in a 10-week Bowling I course and their instructor served as participants. Four qualitative sources of data were collected involving student perspectives and thoughts. A core category derived from the qualitative analysis indicated that student perspectives and thoughts centered on errors in task performance. A systematic approach outlined the properties, causes, intervening conditions, strategies, and consequences of strategies associated with this core category. The results are interpreted within a theory of situated cognition, emphasizing student perspectives as embedded within multiple contexts found in the social setting.

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

2021 ◽  
Author(s):  
Carolina Rodrigues Mendonça ◽  
Karla Tais de Oliveira Souza ◽  
Jalsi Tacon Arruda ◽  
Matias Noll ◽  
Nilza Nascimento Guimarães
Keyword(s):  
Low Vision ◽  
Learning Experience ◽  
Human Anatomy ◽  
Support Teacher ◽  
Teaching Learning ◽  
Anatomy Teaching

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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