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USE OF TBL IN HUMAN MORPHOLOGY EDUCATION IN A MEDICAL DEGREE
Author(s) -
CERQUEIRA GILBERTO SANTOS,
RAMOS CAMILLA SANTOS,
MARTINS CLÁUDIA FORTES,
FARIAS PAULO VICTOR FERNADES,
SANTOS RENATO MENDES,
GONÇALVES THIALLY BRAGA,
CAVALCANTI KATRINE BEZERRA
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.606.29
Subject(s) - session (web analytics) , memorization , team based learning , class (philosophy) , test (biology) , medical education , subject (documents) , psychology , mathematics education , medical school , medicine , computer science , biology , artificial intelligence , paleontology , world wide web , library science
Among the subjects of Human Morphology seen in a medical school, there are Anatomy and Histology as the exponents of enormous importance for medical training. However, these subjects are always seen by students as monotonous and discouraging, due to the exhaustive memorization of complex structures. On the other side, TBL (Team‐Based Learning) is a dynamic learning method, which creates an encouraging and cooperative environment. On this scene, the current work aims to evaluate the use of TBL as the pedagogical tool for learning the subject of Morphofunctional Laboratory (LMF). For such, complementary TBL sessions to the class of Morphofunctional Laboratory were realized, where subjects related to Human Anatomy and Histology are worked with students of the Medicine School UNIME / Lauro de Freitas ‐ BA. Therefore, TBL sessions were executed during the semester of 2017.2, with weekly meetings in which knowledge related to LMF classes were applied following a sequence of activities that include previous stages to meeting with teachers and others assisted by them, being as follows: individual prepare (pre‐class), evaluation of preparing guarantee (study) and knowledge application. Before each session, the students have received an orientation about the approached subject, and then, they should study it based on bibliographic references. The class was randomly split into fourteen groups of 7 or 8 students. At the beginning of each session, an individual test was applied in 15 minutes. At the end of the time, students reunited in their groups to discuss the questions of the test. When a consensus was reached about the answers, they should mark a scratch card with the answers in it. When they answered any question wrong, they could try again (with minor score) or write an appeal, questioning and arguing about any answer that they were not according to. After this step, it was realized a discussion about the questions and the clinical application of the subject. When questioned about the new methodology, 78% of the students said that they preferred the TBL sessions and about 63% preferred this kind of approach for discussion of clinical cases. Thus, we conclude that the results suggest TBL has shown itself well accepted among academics in LMF activities. New activities that make students more autonomous in the teaching‐learning process and seeking more and more information must always be stimulated. Support or Funding Information There wasn't any Funding Support This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .