Basic integrative disciplines in a Dentistry course: 10 years evaluation of the experience of Piracicaba Dental School of the University of Campinas, Brazil

Abstract

Teaching physiology subjects in an integrated way may improve students motivation and learning. Considering this, since 2004, the basic courses of Anatomy, Histology, Biochemistry, Physiology and Pharmacology are taught in two integrative disciplines: Bioscience I and II, in the first and second semester of Dentistry course. The aim of this work is to describe this teaching experience and to present the perception of students during this 10‐years‐period of integration. At the end of each semester, all the disciplines were evaluated by the students. The students' evaluation between 2003 (one year before integration) and 2014 (10 years after integration) were compared. In Biosciences I and II, the professors give lectures, practical classes, team works, educational games, portfolio, writing works, and integrative activities. During integrative activities, the students receive questions to be answered in groups for oral discussion and dramatizations in the following class. For these activities, the professors present the themes which are previously discussed in order to integrate Anatomy, Histology, Biochemistry, Physiology and Pharmacology concepts. To assess students' learning and to be considered approved, the final grade includes theoretical tests, team and individual activities and the performance in the integrative activities. In addition, as teaching‐learning methodology, there is also a discussion of the theoretical exams with all students and professors in class. After the integration of Anatomy, Histology, Biochemistry, Physiology and Pharmacology disciplines, the students' perception about basic disciplines has been improved. Before the integration, the students did not consider Anatomy, Histology, Biochemistry, Physiology and Pharmacology as necessary to the curriculum of a Dentist. Between 2004 and 2014 the students' have significantly changed their opinion and have recognized those disciplines as necessary to their academic instruction. Considering the assessment of learning, before the integration, 35 to 60% of students considered that the assessment criteria were clear and fair. After the integration, this percentage had raised to 96 to 100%. In the evaluation of disciplines, the students were requested to point out their positive and negative aspects. In 2003, the positive aspect considered was only the dedication of professors. In 2014, the students mentioned that Biosciences I and II provided them the basic fundamentals to understand the body functioning which is very important to the Dentist. In addition, they evaluated that the integrative activities helped them to understand the relations between the morphology and the physiology of the organs and body systems. These data indicate that the integration of the basic disciplines may improve the process of teaching and learning.