INTRODUCTION OF THE USE OF CLINICAL CASES IN THE EDUCATION OF HUMAN ANATOMY: NEW TEACHING STRATEGIES

Abstract

In a study conducted by Furlani (2004), university students see motivation as being challenged, invited to constant activities and to produce their own productions under the guidance of teachers. The non‐use of active methodologies by the teacher makes it difficult for the student to construct the knowledge, and the student becomes a mere receiver of information. In the teaching‐learning process, teaching takes place when students and teachers adjust to the meanings under discussion. The process requires the teacher to assess whether the meanings that the students are picking up are those planned for apprehension and the students should judge whether they are capturing the meanings passed by the teacher. Improving the teaching resources applied to the teaching of Human Anatomy tends satisfactorily for the direction of actions, stimulates the student's participation as an active subject in the search for new information, promoting indispensable support in the teaching‐learning process (GUIRALDES et al., 1995). Objective, then, to propose a strategy of teaching the human anatomy based on critical analysis and clinical reasoning through case study methodology, in order to remove the teaching of Human Anatomy from the memory form. To evaluate the teaching methodology currently used in the ESA / UEA Medicine course. Elaborate and apply new didactic material based on the method of case studies for ESA / UEA medical students. Check acceptance of the method applied to ESA / UEA medical students. The methodology adopted is characterized as a cross‐sectional, descriptive study with a qualitative‐quantitative approach, based on the introduction of the use of clinical cases in the teaching of Human Anatomy at the State University of Amazonas in Manaus / Amazonas. For that, we developed study material composed of clinical cases and conducted classes with the objective of discussing the material and healing the doubts arising from it. A questionnaire applied to 70 students of the medical course obtained an evaluation of the methods currently used and proposed. When questioned about the current methodology, about 47% of the students believe it to be an adequate methodology, compared to 33% who think it is inadequate. Most students, approximately 67% believe that other materials are needed, in addition to atlases, textbooks, and anatomical pieces for better use of the discipline. Regarding the proposal of insertion of clinical cases in the teaching of Human Anatomy: 94% believe that the correlation of signs and symptoms, emphasizing anatomical relations, would facilitate the learning of the content taught. In relation to the material belonging to the new teaching proposal with the use of clinical cases: 51% of the students judged the material as good and approximately 43% judged the material as excellent. Therefore, it is concluded that new teaching strategies are necessary so that the student understands in a holistic way the content taught and maintains the interest by the study of the content, as well as so that it can develop a critical awareness on the subject and a directed thought for clinical reasoning.Support or Funding InformationFundação de Amparo à Pesquisa do Estado do Amazonas‐FAPEAMThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.