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Family planning is a people's right and a duty of teaching by health professionals ensured in the Brazilian Federal Constitution. Therefore, the objective of this study was to compare the previous and acquired knowledge of students of the Fourth Semester of the Medicine Course at the University of Fortaleza (UNIFOR) about family planning, through a pre-test before the module on this subject is given by the professors and monitors of the Medical Skills IV laboratory and a post-test (after the module has finished). Fifty students enrolled in the fourth semester of the Medicine course at UNIFOR participated in the study, who answered a standardized questionnaire (pre and post-test) after the agreement and signing the informed consent form. When comparing students' grades in the pre (5.02 ± 1.96) and post-tests (6.95 ± 1.58), a statistical difference was verified, with P <0.0001, with the post grades-test higher than in the pretest. There was no statistical difference between the scores of male and female medical students, both in the pre and post-tests. It's concluded that the knowledge acquired on family planning and contraception by students in the fourth semester of the medical course, at the Laboratory of Medical Skills at UNIFOR, made a lot of difference for the students' greater understanding on this subject. However, there is still a need for more time to approach the doctor in training on this topic, so that they can guide patients properly and with greater safety.
This work proposes to evaluate the use of the Quiz as a facilitator of the learning of the contents of the Module Mechanisms of Aggression and Defense. The Quizzes were applied to 2nd semester students by the module's monitors. Each test was related to the content seen during classes, using the following instruments: Data-show, pen, analog clock and blank papers. Two Quizzes were applied, the first consisting of 20 questions, individual. The second made a dynamic in which students were divided into teams and each question was answered by all teams. At the end of each round, a group commented on the issue in order to confirm the learning. The use of quizzes as a didactic resource obtained significant acceptance by the participants, in addition to relevant observations such as: a good participation of the class in the two quizzes, most students participated in the resolution of their questions with elaboration of questions, a greater stimulus for the explanation of doubts about the content, and a dynamic review of various subjects. It was also notorious the good performance in the Cognitive Test (Module test) by the students who used the quiz as one of the teaching-learning instruments compared to those who did not participate in the tests. With that, it was possible to conclude that the quiz constitutes an important learning tool for immunology.
A relevância da implantação de metodologia ativa em aula prática de reanimação neonatalThe relevance of implantation of active learning metodology in a pratical class of neonatal resuscitation
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