The importance on the use of active methods when teaching human morphophysiology

Abstract

Traditional didactic methods have not been successful in promoting independent and reflective students. Thus new teaching techniques are essential to optimize the way students learn. This study aimed to evaluate the perception of students, from the Faculty of Ceilandia, University of Brasília (FCE/UnB), about the active method “inverted class,” which has as its primary characteristic to stimulate the student to study and research the contents before the theoretical classes or explanation of the teacher. To this end, 64 students of the summer course participated in the Flipped Classroom and later evaluated the discipline method. Initially, they received a script with clinical questions about the class’s content, which should be discussed and answered about the basic, clinical, and practical application concepts. To evaluate the didactic method applied, on the last day of class, the summer class students were invited to answer a survey about satisfaction when learning the contents. For 98% of the students, the teaching method used was approved. It is also emphasized that this class had 48 repeating students, unmotivated with the course because, for many, they declared themselves unable to be approved. Given the success of the method, we decided to apply it throughout 2018, so the method was applied to over 180 students of FCE/UnB health courses. In short, it is considered that the results presented here to support other studies that highlight the need for changes in traditional teaching methods, which is a didactic option in undergraduate courses.