Aproveitamento teórico-prático da disciplina anatomia humana do curso de fisioterapia

Arruda, Rodrigo Moreira; Sousa, Cintia Regina Andrade

doi:10.1590/s0100-55022014000100009

Cited by 14 publications

(11 citation statements)

References 4 publications

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“…The results of this experience indicated no difference regarding the proportion of failure between the conventional and TBL groups. These findings confirm previous studies in the literature which, regardless the teaching method, students try to be approved, using memorization techniques and focus on the study on the day before the tests [9,25]. Therefore, the traditional teaching method seems not to favor the proportion of approval, but some influence was seen from the way the content is taught and learned.…”

Section: Discussionsupporting

confidence: 88%

Team-based learning in Physical therapy undergraduate course: experiment report

Amorim

Poltronieri

Ribeiro³

et al. 2019

Fisioter. mov.

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Introduction: Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice. However, they are still unknown by most professors teaching in Physical therapy courses. Objective: To present the report of an experiment based on the application of the Team-Based Learning (TBL) method, in the Physical therapy undergraduate course. Method: This is a report of an experiment comparing traditional teaching and TBL with 61 students in the Physical therapy course. A comparison was performed between means, medians, approval ratio and satisfaction of the students who experienced the active methodology. Results: The results showed that the final average of the summative evaluations of the TBL group (71.9 ± 10.5 points) was statistically different (p = 0.003) from that of the traditional teaching group (63.7 ± 9.92 points). The proportion of approved students was not statistically different between the groups, 92.0% and 88.6%, respectively (p = 0.478). Conclusion: The overall satisfaction was that the method, although tiresome, according to the students, favored a greater understanding of the content and motivation to study. The study presents innovative results regarding the application of the team-based teaching method to the Physical therapy course.

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Section: Discussionsupporting

confidence: 88%

Team-based learning in Physical therapy undergraduate course: experiment report

Amorim

Poltronieri

Ribeiro³

et al. 2019

Fisioter. mov.

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“…Monitoring of Human Anatomy supplies essential assistance for the construction of a qualified professional, since the lack of notions of this discipline, prevents the physiotherapist job in examining, diagnose and treat his patient (ARRUDA and SOUSA, 2014). Thus, it corroborates the reports lectured by student-monitors in this study.…”

Section: Professional Contributionsupporting

confidence: 81%

Cadaveric dissection by students-monitors in human anatomy discipline: experience report

et al. 2016

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Introduction: Monitoring allows students the basic cycle of higher-level courses, principally, a deeper understanding of all content been living in class, in this case, the Human Anatomy classes. Through it the student develops various daily activities at the Human Anatomy Laboratory to that add up to the didactic and pedagogical activities required in this process, like the cadaveric dissection. Dissect derives from the Latin meaning to separate, cut, etymologically being equivalent to anatomy. The present study aimed to report the student-monitor experience the discipline of Human Anatomy in cadaveric dissection. Methods: The study is an experience report of a qualitative approach, with an exploratory descriptive analysis, whose objective was to describe, in the words of Physiotherapy course monitors, the importance in the dissection technique. For this, has been made the reading for each reporting for the identification of the central issues described by each monitor. Results: The reports were obtained in February 2014 soon after the end of the I Course of cadaveric dissection of Upper and Lower Limbs, sponsored by the Human Anatomy Laboratory of the University of Pernambuco, Petrolina, as a process of training to those student-monitors who had been selected for the period between 2014.1 and 2014.2 monitoring. Conclusion: It could be perceived that the cadaveric dissection was seen as a way to strengthen the humanization of future health professionals, which resulted in its ethical and social practice, and it has allowed an improvement in teacher-monitor-student relationship.

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“…Our data corroborate the study of Rozendo et al [19] regarding teaching methods and the most used teaching resources, which observed in their study that (86.2%) of teachers affirmed to make use of the lecture as teaching method followed by case discussion (48.3%), laboratory practice class (41.4%), clinical practice class (34.5%) and seminary (27.6%). According to Arruda and Sousa [26], it is that the teaching of Anatomy has been effected by reproductive practices, in which the apprehension of knowledge is merely mechanical, and that assessments are usually organized in two stages: a theoretical test, centered in the definition of functions of different organs and systems, and another practice, in which students, in most cases, have to identify anatomical structures previously marked. In the specific case of this discipline, mechanical learning is necessary, but simply memorizing the names of anatomical structures is not enough.…”

Section: Discussionmentioning

confidence: 99%