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TEACHERS PERCEPTION ON THE INTEGRATION OF MORPHOLOGICAL SCIENCES DISCIPLINE IN INTEGRATED CLINICAL CURRICULUM IN SANTA CASA DE SÃO PAULO SCHOOL OF MEDICAL SCIENCES
Author(s) -
Barros Mirna Duarte,
Silva Vivian Alessandra,
Pinto Antonio Cardoso,
Pereira Celina Siqueira Barbosa,
Liquidato Bianca Maria
Publication year - 2016
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.30.1_supplement.786.3
Subject(s) - context (archaeology) , excellence , curriculum , medical education , perception , inclusion (mineral) , psychology , medicine , pedagogy , political science , geography , social psychology , archaeology , neuroscience , law
In the modern medical education, several curriculum options can be adopted. The integration of basic and clinical science is a challenging goal, encouraging early medical practice with theoretical basis of excellence. The Santa Casa de São Paulo School of Medical Sciences proceeded a curricular reform adopting the integration of basic and clinical sciences with a vertical integration of content in order to improve student learning. Objectives Report the perception of the basic science teachers in an integrative joint discipline with the clinic. Experience Report Clinical disciplines were subdivided by Organic Systems, with the inclusion of basic science content linked to the needs of the clinic practice. The Respiratory System was held in the third year of the medical course, with 15% of the total hours of discipline. The contents of anatomy, histology and embryology were taken to level the brought knowledge of the basic cycle (first two years), but has also been reconfigured with contextualized approaches through clinical cases, radiological images, procedure videos, in addition to traditional tools such as study on histological slides and prodissection anatomical specimens. Five professors from the Department of Morphology engaged in vertical approach to content, teaching and coordinating practical activities. Results Teachers reported that the use of clinical context raised in deepening students learning the morphological content, since it had connected in future clinical practice. The use of clinical cases created a favorable emotional context, making the learning of morphology more meaningful. Students had the opportunity to analyze problems and apply their knowledge to solving and develop criticism. The approchement between the contents showed students the importance of morphological knowledge in patient care. Conclusion Teachers evaluated positively the curriculum change and considered that the learning of basic sciences had become more significant when associated with a specific clinical context, favoring the retention of knowledge.