Student's opinion on a problem-based learning method of teaching comparative animal physiology

Abstract

The purpose of this study is to verify the opinion of students in relation to a learning methodology, where emphasis is not placed on the accumulation or memorizationi of specific knowledge, but in the use of dedution to solve problems related to a particular subject. This study was carried out with undergraduate students of the course "Comparative Animal Physiology" (classes of 10 to 15 students each), from the Federal University of Santa Maria, Southern Brazil. During each class the students discussed the answers to a given question, provided by the teacher, with the aid of available references; after which a written report of their conclusions had to be done. The evaluation of the students was basead on these reports. At the end of the semester, the students (44 on the whole) answered (anonymously) a questionnaire to evaluat this method, with relation to lectured-centered classes. According to the students, if compared with lectures, this method offered a restrict vision of the subject, but it is more interesting and improves their performance. There is no difference between these methods in relation to elucidation of doubts. The students did not think that too much time was lost translating English texts. Most students prefer this system instead of lectures, and the evaluation methodology was unanimously approved. Based on these results, it can be concluded that this method can be used to teach Comparative Animal Physiology with good results.