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

Authors : Marcus Vınıcıus BARBOSA, Angelıca BARBOSA, Sinésio DUARTE

Pages : 117-122

View : 15 | Download : 14

Publication Date : 2020-08-31

Article Type : Other Papers

Abstract :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 insert ignore into journalissuearticles values(extra); activities with specific script and practice; optional activities represented by consulting periods, visit to anatomical exhibitions, and international courses. Results: Activity scripts insert ignore into journalissuearticles values(Category 1); allowed students to previous study and to obtain an overview about the lab activities. Practical activities insert ignore into journalissuearticles values(Category 2); stimulated communication skills and teamwork as well as allowed students to ask questions and doubts. Complementary practices insert ignore into journalissuearticles values(Category 3); helped students to improve their knowledge based on the correlation between the contents from a new perspective. The optional activities insert ignore into journalissuearticles values(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.
Keywords : aanatomy, graduate education, medical education