Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307 |
Resumo: | Introduction: On the subject of curriculum reform, most European medical schools are moving away from an educational approach consisting of discipline-based courses to an integrated curriculum. The aim of this study was to compare, in the Faculty of Medicine of the University of Porto, Portugal, the teaching of neuroanatomy in a medical curriculum organized by disciplines and in an integrated medical curriculum.Material and Methods: Two hundred sixty one students who completed the Curricular Unit with a discipline-based approach (Neuroanatomy) and 202 students who completed it with an integrated approach (Morphophysiology of the Nervous System) were asked to complete a questionnaire on their perceptions about the Curricular Unit.Results: Our study showed that students of the Curricular Unit with a discipline-based approach had higher grades and evaluated it higher than students who followed the integrated approach. However, it also showed that students’ grades had a significant effect on the evaluation of the curricular unit, with students with higher grades evaluating higher than students with lower grades. Besides, the majority of the students of the Curricular Unit with an integrated approach appreciated this curriculum model and highlighted as a positive point the successful integration of contents covered in the three components of the curricular unit.Discussion: The curriculum reform led to the integration of neuroanatomy with other disciplines and resulted in a reduction of the teaching hours, a redefinition of the syllabus contents and the students’ learning objectives, the introduction of new educational methods and changes in the evaluation system.Conclusion: Our study could not prove conclusively the supremacy of one pedagogic approach to neuroanatomy over the other. Future initiatives to explore different pedagogical models in medical education are needed and should be of major concern to the medical faculty. |
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Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical CurriculumDiferenças na Perceção dos Estudantes Sobre o Ensino da Neuroanatomia num Currículo Médico Organizado por Disciplinas e num Currículo Médico IntegradoCurriculumEducational MeasurementEducationMedicalUndergraduateNeuroanatomy/educationStudentsPortugalAvaliação EducacionalCurrículoEducação Médica Pré-GraduadaEstudantes de MedicinaNeuroanatomia/ensinoPortugalIntroduction: On the subject of curriculum reform, most European medical schools are moving away from an educational approach consisting of discipline-based courses to an integrated curriculum. The aim of this study was to compare, in the Faculty of Medicine of the University of Porto, Portugal, the teaching of neuroanatomy in a medical curriculum organized by disciplines and in an integrated medical curriculum.Material and Methods: Two hundred sixty one students who completed the Curricular Unit with a discipline-based approach (Neuroanatomy) and 202 students who completed it with an integrated approach (Morphophysiology of the Nervous System) were asked to complete a questionnaire on their perceptions about the Curricular Unit.Results: Our study showed that students of the Curricular Unit with a discipline-based approach had higher grades and evaluated it higher than students who followed the integrated approach. However, it also showed that students’ grades had a significant effect on the evaluation of the curricular unit, with students with higher grades evaluating higher than students with lower grades. Besides, the majority of the students of the Curricular Unit with an integrated approach appreciated this curriculum model and highlighted as a positive point the successful integration of contents covered in the three components of the curricular unit.Discussion: The curriculum reform led to the integration of neuroanatomy with other disciplines and resulted in a reduction of the teaching hours, a redefinition of the syllabus contents and the students’ learning objectives, the introduction of new educational methods and changes in the evaluation system.Conclusion: Our study could not prove conclusively the supremacy of one pedagogic approach to neuroanatomy over the other. Future initiatives to explore different pedagogical models in medical education are needed and should be of major concern to the medical faculty.Introdução: No contexto da reforma curricular, a maioria das escolas médicas europeias estão a transitar de uma abordagem educacional consistindo em cursos ‘baseados em disciplinas’ para um currículo integrado. O objetivo deste estudo foi comparar, na Faculdade de Medicina da Universidade do Porto, Portugal, o ensino de neuroanatomia num currículo médico organizado por disciplinas e num currículo médico integrado.Material e Métodos: Duzentos e sessenta e um estudantes que completaram a Unidade Curricular com uma abordagem ‘baseada em disciplinas’ (Neuroanatomia) e 202 estudantes que completaram a unidade curricular com uma abordagem integrada (Morfofisiologia do Sistema Nervoso) preencheram um questionário sobre as suas percepções acerca da Unidade Curricular.Resultados: O nosso estudo mostrou que os estudantes da unidade curricular com uma abordagem ‘baseada em disciplinas’ tiveram classificações mais elevadas e avaliaram melhor a unidade curricular que os estudantes da unidade curricular com uma abordagem integrada. No entanto, também revelou que as classificações dos estudantes tiveram um efeito significativo na avaliação da unidade curricular, tendo constatado que os estudantes com classificações mais elevadas avaliaram melhor que os estudantes com classificações mais baixas. De referir ainda que a maioria dos estudantes da unidade curricular com uma abordagem integrada apreciou este modelo de ensino e destacou como um ponto positivo a integração bem-sucedida dos conteúdos abordados nos três componentes da unidade curricular.Discussão: A reforma curricular conduziu à integração da neuroanatomia com outras disciplinas, associada a uma redução das horas de ensino, a uma redefinição do conteúdo programático e dos objetivos de aprendizagem dos alunos, introdução de novos métodos educacionais e mudança no sistema de avaliação.Conclusão: O nosso estudo não provou conclusivamente a supremacia de uma abordagem de ensino de neuroanatomia em detrimento de outra. Futuras iniciativas para explorar diferentes modelos pedagógicos em educação médica são necessárias e devem ser de grande preocupação para a comunidade académica.Ordem dos Médicos2017-01-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/mswordapplication/mswordimage/jpeghttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307oai:ojs.www.actamedicaportuguesa.com:article/7307Acta Médica Portuguesa; Vol. 30 No. 1 (2017): January; 26-33Acta Médica Portuguesa; Vol. 30 N.º 1 (2017): Janeiro; 26-331646-07580870-399Xreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/4889https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/4883https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8140https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8201https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8281https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8282https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8608Direitos de Autor (c) 2017 Acta Médica Portuguesainfo:eu-repo/semantics/openAccessArantes, MavildeBarbosa, JoselinaFerreira, Maria Amélia2022-12-20T11:05:09Zoai:ojs.www.actamedicaportuguesa.com:article/7307Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:19:26.196558Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum Diferenças na Perceção dos Estudantes Sobre o Ensino da Neuroanatomia num Currículo Médico Organizado por Disciplinas e num Currículo Médico Integrado |
title |
Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum |
spellingShingle |
Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum Arantes, Mavilde Curriculum Educational Measurement Education Medical Undergraduate Neuroanatomy/education Students Portugal Avaliação Educacional Currículo Educação Médica Pré-Graduada Estudantes de Medicina Neuroanatomia/ensino Portugal |
title_short |
Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum |
title_full |
Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum |
title_fullStr |
Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum |
title_full_unstemmed |
Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum |
title_sort |
Differences in the Students’ Perceptions on the Teaching of Neuroanatomy in a Medical Curriculum Organized by Disciplines and an Integrated Medical Curriculum |
author |
Arantes, Mavilde |
author_facet |
Arantes, Mavilde Barbosa, Joselina Ferreira, Maria Amélia |
author_role |
author |
author2 |
Barbosa, Joselina Ferreira, Maria Amélia |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Arantes, Mavilde Barbosa, Joselina Ferreira, Maria Amélia |
dc.subject.por.fl_str_mv |
Curriculum Educational Measurement Education Medical Undergraduate Neuroanatomy/education Students Portugal Avaliação Educacional Currículo Educação Médica Pré-Graduada Estudantes de Medicina Neuroanatomia/ensino Portugal |
topic |
Curriculum Educational Measurement Education Medical Undergraduate Neuroanatomy/education Students Portugal Avaliação Educacional Currículo Educação Médica Pré-Graduada Estudantes de Medicina Neuroanatomia/ensino Portugal |
description |
Introduction: On the subject of curriculum reform, most European medical schools are moving away from an educational approach consisting of discipline-based courses to an integrated curriculum. The aim of this study was to compare, in the Faculty of Medicine of the University of Porto, Portugal, the teaching of neuroanatomy in a medical curriculum organized by disciplines and in an integrated medical curriculum.Material and Methods: Two hundred sixty one students who completed the Curricular Unit with a discipline-based approach (Neuroanatomy) and 202 students who completed it with an integrated approach (Morphophysiology of the Nervous System) were asked to complete a questionnaire on their perceptions about the Curricular Unit.Results: Our study showed that students of the Curricular Unit with a discipline-based approach had higher grades and evaluated it higher than students who followed the integrated approach. However, it also showed that students’ grades had a significant effect on the evaluation of the curricular unit, with students with higher grades evaluating higher than students with lower grades. Besides, the majority of the students of the Curricular Unit with an integrated approach appreciated this curriculum model and highlighted as a positive point the successful integration of contents covered in the three components of the curricular unit.Discussion: The curriculum reform led to the integration of neuroanatomy with other disciplines and resulted in a reduction of the teaching hours, a redefinition of the syllabus contents and the students’ learning objectives, the introduction of new educational methods and changes in the evaluation system.Conclusion: Our study could not prove conclusively the supremacy of one pedagogic approach to neuroanatomy over the other. Future initiatives to explore different pedagogical models in medical education are needed and should be of major concern to the medical faculty. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-31 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
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article |
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publishedVersion |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307 oai:ojs.www.actamedicaportuguesa.com:article/7307 |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307 |
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oai:ojs.www.actamedicaportuguesa.com:article/7307 |
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eng |
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eng |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/4889 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/4883 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8140 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8201 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8281 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8282 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/7307/8608 |
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Direitos de Autor (c) 2017 Acta Médica Portuguesa info:eu-repo/semantics/openAccess |
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Direitos de Autor (c) 2017 Acta Médica Portuguesa |
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openAccess |
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Ordem dos Médicos |
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Ordem dos Médicos |
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Acta Médica Portuguesa; Vol. 30 No. 1 (2017): January; 26-33 Acta Médica Portuguesa; Vol. 30 N.º 1 (2017): Janeiro; 26-33 1646-0758 0870-399X reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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