Assesing teaching assistant programmes as a tool facilitating the learning process of Physiology / Avaliação do modelo de monitoria como ferramenta facilitadora para o processo de aprendizagem em Fisiologia

• Autor(a) principal: Jones, Daniela Magalhães
• Data de Publicação: 2022
• Outros Autores: Neto, Fernando Antônio Ramos Schramm, Coutinho, Marcio Ramos
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Brazilian Journal of Health Review
• Texto Completo: https://ojs.brazilianjournals.com.br/ojs/index.php/BJHR/article/view/42154
• topic: Physiology; Methods; College Education; Teaching Assistant Programme.

A teaching assistant programme is an extracurricular activity in which an advanced student (the assistant) is guided and supervised by the lecturer to provide support to the curricular unit. The aim of the present study was to asses the contribution of teaching assistant programmes based on problem cases towards the acquisition of a medicine course content. The study was cross-sectional and involved 153 students divided into two groups: the present and the absent at teaching assistant sessions. All the participants responded to standardised questionnaires that have been used to analyse their perception of content acquisition, their active participation in learning and the contribution of teaching assistant sessions. The results showed that the perception of complete content acquisition among the present group was at 38.4%, while for the absent group only at 29.7%. The negative perception of content acquisition was at 13.6 % for the absent group and at 6.1% for the present group. Within the present group 73.5% of the students studied the topics covered in lectures within two weeks. For the absent group this number fell to 49.4%. In addition, 86% of the present group said that the teaching assistant sessions contributed towards their learning. As the main reason they pointed to the opportunity to answer questions. On the whole, the results suggest that teaching assistant programmes based on problem cases can be effective in facilitating the perception of learning. The reason appears to be a more intense involvement of the participants in a more active study routine.