scholarly journals Students perceptions about the pedagogic strategies for teaching-learning anatomy at university Eduardo Mondlane in Mozambique

2020 ◽  
Vol 8 (4) ◽  
pp. 1345
Author(s):  
Maria Alexandra Fernandes Rodrigues
Keyword(s):  
Learning Strategies ◽  
Technological Development ◽  
Gross Anatomy ◽  
Computer Assisted ◽  
Active Teaching ◽  
Applied Anatomy ◽  
Teaching Anatomy ◽  
Data Content ◽  
Teaching Learning ◽  
Student's Perceptions

Background: From the need to develop a new curriculum for the medical course, changing the traditional model used for teaching Gross Anatomy it was sought to incorporate active teaching methodologies which can allow students to be more involved in the process of knowledge construction. The way in which Gross Anatomy is delivered in most Faculties of Medicine has been seen as a big challenge to the teachers and the students too as a consequence of permanent changes that are required in order to be in line with the technological development. This study aimed to explore the student's perceptions about the effectiveness of the strategies and resources, used in teaching-learning Gross Anatomy in the medical course at EMU.Methods: Data were collected using a questionnaire administrated to those medical students who attended (1st and 2nd year) Gross Anatomy subjects, in November 2018. Descriptive statistics and data content analysis were performed. The sample comprised 171 students.Results: A convergence of strategies preferred by the students involved in the study was seen. It was recognized that Gross Anatomy curriculum was designed based on the limitations of the use of cadaver dissection, with the emphasis on applied anatomy and learning in small groups using other resources, including computer assisted learning based on the 3-D Slicer software.Conclusions: It appears that the students' desire is that the teaching-learning strategies used in Anatomy classrooms at UEM might contribute to their better training for the professional challenges when graduated. They perceived that with the strategies used for teaching Anatomy, they are being very well prepared to get in an entrepreneurial, transformative profile and are able to learn more complex contents in order to provide a qualified health care to people in the performance of their future functions as doctors.

scholarly journals Endoscopic anatomy of the ulnar nerve: a useful adjunct to teaching anatomy

2011 ◽  
Vol 93 (3) ◽  
pp. 201-204 ◽  
Author(s):  
Paolo Matteucci ◽  
Menos Lagopoulos ◽  
Stephen Southern
Keyword(s):  
Gross Anatomy ◽  
Computer Assisted ◽  
Learning Models ◽  
Computer Assisted Learning ◽  
Endoscopic Anatomy ◽  
Surgical Trainees ◽  
Hands On ◽  
Teaching Anatomy ◽  
Anatomy Teaching

INTRODUCTION There has been a shift away from gross anatomy teaching and hands-on cadaveric dissection. This has been replaced by a variety of teaching modalities including problem-based learning, models and prosections, and computer-assisted learning. We aim to pilot a technique of endoscopic visualisation of upper limb anatomy, to produce a video that can be incorporated into anatomy teaching and to assess the video qualitatively as an adjunct to anatomy teaching. MATERIALS AND METHODS A single, previously undissected, formalin preserved cadaver was used and views were obtained of the left arm. The video was shown to 10 surgical trainees who were then asked to complete appraisal forms anonymously. RESULTS The endoscopic views were thought to be useful and helped the trainees to appreciate the in situ anatomy and potential sites of nerve compression. 70% of respondents would recommend the system to others. CONCLUSIONS We feel this represents another method to help in the understanding of a complex area of anatomy in a way that is unique to endoscopy.

scholarly journals Active Teaching-Learning Strategies for Family Medicine Preceptors in the EURACT

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Bárbara Cristina Barreiros ◽  
Margarita Silva Diercks ◽  
Maríndia Biffi ◽  
Ananyr Porto Fajardo
Keyword(s):  
Family Medicine ◽  
Critical Pedagogy ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Family Doctor ◽  
Structured Interview ◽  
Learning Dynamics ◽  
Active Teaching ◽  
Level 1 ◽  
Teaching Learning

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

scholarly journals Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

2013 ◽  
Vol 2013 ◽  
pp. 1-5 ◽  
Author(s):  
Veronica Papa ◽  
Mauro Vaccarezza
Keyword(s):  
Medical Education ◽  
Gross Anatomy ◽  
Computer Assisted ◽  
Past Century ◽  
Anatomy Education ◽  
Postgraduate Students ◽  
Racial Background ◽  
Teaching Anatomy ◽  
Clinical Problems ◽  
Anatomy Teaching

Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.

scholarly journals Metodologias ativas no ensino de enfermagem em doenças transmissíveis

2019 ◽  
Vol 13 ◽  
Author(s):  
Adriana Maria Da Silva Felix ◽  
Rosimeire Angela Queiroz Soares
Keyword(s):  
Sexually Transmitted Infections ◽  
Learning Strategies ◽  
Professional Competence ◽  
Communicable Disease ◽  
Communicable Diseases ◽  
Sexually Transmitted ◽  
Active Teaching ◽  
Infecciones De Transmisión Sexual ◽  
Teaching Learning ◽  
Hiv Aids

Objetivo: relatar a experiência do uso de estratégias ativas de ensino-aprendizagem na disciplina de Enfermagem em Doenças Transmissíveis. Método: trata-se de um estudo descritivo, tipo relato de experiência, desenvolvido durante o ensino teórico-prático de conteúdos sobre tuberculose, HIV/Aids, infecções sexualmente transmissíveis e prevenção e controle de infecção relacionada à assistência à saúde, na disciplina de Enfermagem em Doenças Transmissíveis. Apresentam-se os resultados em forma de relato. Resultados: utilizaram-se seis estratégias ativas de ensino-aprendizagem para ministrar conteúdos de tuberculose, HIV/Aids, infecções sexualmente transmissíveis e infecções relacionadas à assistência à saúde. Conclusão: observou-se que o uso de abordagens inovadoras no ensino de Enfermagem em Doenças Transmissíveis tornou o aprendizado mais dinâmico e atraente. Faz-se esse conhecimento essencial para que os aprendizes desenvolvam competências básicas para atender clientes com melhor qualidade assistencial e segurança. Descritores: Educação em Enfermagem; Doenças Transmissíveis; Competência Profissional; Currículo; Aprendizagem Baseada em Problemas; Estudantes de Enfermagem.ABSTRACTObjective: to report the experience of using active teaching-learning strategies in the Communicable Diseases Nursing discipline. Method: this is a descriptive experience-type study developed during the theoretical-practical teaching of contents on tuberculosis, HIV / AIDS, sexually transmitted infections and prevention and control of healthcare-related infection in the Nursing discipline. in Communicable Diseases. The results are presented in report form. Results: six active teaching-learning strategies were used to deliver tuberculosis, HIV / AIDS, sexually transmitted infections, and health care-related infections. Conclusion: it was observed that the use of innovative approaches in the teaching of communicable disease nursing made learning more dynamic and attractive. This knowledge is essential for learners to develop basic skills to serve clients with better quality care and safety. Descriptors: Education, Nursing; Communicable Diseases; Professional Competence; Curriculum; Problem-Based Learning; Students, Nursing.RESUMENObjetivo: informar sobre la experiencia del uso de estrategias activas de enseñanza-aprendizaje en la asignatura de Enfermería en Enfermedades Transmisibles. Método: este es un estudio descriptivo de tipo relato de experiencia, desarrollado durante la enseñanza teórico-práctica de contenidos sobre tuberculosis, VIH / SIDA, infecciones de transmisión sexual y prevención y control de infecciones relacionadas con la salud en la asignatura de Enfermería en Enfermedades Transmisibles. Los resultados se presentan en forma de relato. Resultados: se utilizaron seis estrategias activas de enseñanza-aprendizaje para ministrar contenidos de tuberculosis, VIH / SIDA, infecciones de transmisión sexual e infecciones relacionadas con la atención médica. Conclusión: se observó que el uso de enfoques innovadores en la enseñanza de Enfermería en Enfermedades Transmisibles hizo que el aprendizaje fuera más dinámico y atractivo. Este conocimiento es esencial para que los alumnos desarrollen habilidades básicas para atender a los clientes con una mejor calidad de atención y seguridad. Descriptores: Educación en Enfermeria; Enfermidades Transmisibles; Competencia Profesional; Curriculum; Aprendizaje Basado en Problemas; Estudiantes de Enfermería.

scholarly journals Rethinking Anatomy: How to Overcome Challenges of Medical Education’s Evolution

2017 ◽  
Vol 30 (2) ◽  
pp. 134 ◽  
Author(s):  
Bruno Guimarães ◽  
Luís Dourado ◽  
Stanislav Tsisar ◽  
José Miguel Diniz ◽  
Maria Dulce Madeira ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
Technological Development ◽  
3D Models ◽  
Computer Assisted ◽  
Learning Approach ◽  
Integration Model ◽  
Pedagogical Strategies ◽  
Teaching Learning ◽  
Pedagogical Approaches

Introduction: Due to scientific and technological development, Medical Education has been readjusting its focus and strategies. Medical curriculum has been adopting a vertical integration model, in which basic and clinical sciences coexist during medical instruction. This context favours the introduction of new complementary technology-based pedagogical approaches. Thus, even traditional core sciences of medical curriculum, like Anatomy, are refocusing their teaching/learning paradigm.Material and Methods: We performed a bibliographic review aiming to reflect on Medical Education’s current pedagogical trend, by analysing the advantages of the introduction and diversification of pedagogical approaches in Anatomy Education.Results: Anatomy Education’s status quo is characterized by: less available teaching time, increasing demands from radiology and endoscopy imaging and other invasive and non-invasive medical techniques, increasing number of medical students and other logistical restrains exposed by the current Medical Education scenario. The traditional learning approach, mainly based on cadaveric dissection, is drifting to complementary newer technologies - such as 3D models or 2D/3D digital imaging - to examine the anatomy of the human body. Also, knowledge transfer is taking different channels, as learning management systems, social networks and computer-assisted learning and assessment are assuming relevant roles.Discussion: The future holds promising approaches for education models. The development of Artificial Intelligence, Virtual Reality and Learning Analytics could provide analytic tools towards a real-time and personalized learning process.Conclusion: A reflection on Anatomy Education, as a comprehensive model, allows us to understand Medical Education’s complexity. Therefore, the present Medical Education context favours a blended learning approach, in which multi-modality pedagogical strategies may become the landmark.

scholarly journals Pedagogical challenges in teaching anatomy on a problem-based learning curriculum

2020 ◽  
Vol 14 (2) ◽  
pp. 117-122
Author(s):  
Marcus Vinicius Jardini Barbosa ◽  
Angélica Marchini de Souza Jardini Barbosa ◽  
Sinésio Grace Duarte
Keyword(s):  
Communication Skills ◽  
Pedagogical Tools ◽  
Pedagogical Strategies ◽  
Support Materials ◽  
Active Teaching ◽  
Knowledge Based ◽  
School Of Medicine ◽  
Teaching Anatomy ◽  
New Perspective ◽  
Teaching Learning

Objectives: This study aims to present the experience with several pedagogical tools in a morphofunctional laboratory of a school of medicine in Brazil. Methods: Pedagogical strategies were divided into four categories; support materials, represented by a daily script, in accordance with tutorial sessions; practical activities when professors encouraged the students by an explanation about its content and the objectives to be achieved along the class;complementary (extra) activities with specific script and practice; optional activities represented by consulting periods, visit to anatomical exhibitions, and international courses. Results: Activity scripts (Category 1) allowed students to previous study and to obtain an overview about the lab activities. Practical activities (Category 2) stimulated communication skills and teamwork as well as allowed students to ask questions and doubts. Complementary practices (Category 3) helped students to improve their knowledge based on the correlation between the contents from a new perspective. The optional activities (Category 4) were seasonally offered and showed an opportunity to practice the knowledge in a different reality. Conclusion: The portfolio of activities for teaching anatomy in active teaching-learning methodology was quite variable and contemplated important aspects involved in the whole teaching-learning process.

scholarly journals Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

2019 ◽  
Vol 11 (18) ◽  
pp. 4927 ◽  
Author(s):  
Sílvia Albareda-Tiana ◽  
Esther García-González ◽  
Rocío Jiménez-Fontana ◽  
Carmen Solís-Espallargas
Keyword(s):  
Sustainable Development ◽  
Learning Strategies ◽  
Future Teachers ◽  
Initial Teacher Training ◽  
Active Teaching ◽  
2030 Agenda ◽  
Spanish Universities ◽  
Teaching Learning ◽  
Pedagogical Approaches ◽  
Consumption Habits

Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.

scholarly journals Estratégias Didáticas Ativas de Ensino-Aprendizagem para Preceptores de Medicina de Família e Comunidade no EURACT

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Bárbara Cristina Barreiros ◽  
Margarita Silva Diercks ◽  
Maríndia Biffi ◽  
Ananyr Porto Fajardo
Keyword(s):  
Family Medicine ◽  
Critical Pedagogy ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Family Doctor ◽  
Structured Interview ◽  
Learning Dynamics ◽  
Active Teaching ◽  
Level 1 ◽  
Teaching Learning

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

Sign in / Sign up

Export Citation Format

Share Document