Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34632/cadernosdesaude.2010.2805 |
Resumo: | This paper reports a joint reflection on teaching physiology, a discipline of the 2nd year of the Master in Medicine (MIM) in Faculdade de Ciências Médicas (FCM), Universidade Nova de Lisboa. The present reflection was undertaken by the Departments of Physiology and Medical Education of FCM; the paper is based on the concurrence of pedagogical options undertaken by the professor of physiology and the perspectives and opinions of a group of 6th year students, co-authors of the text. The experience of two decades of physiology teaching in FCM is described in a context of learning medicine in the present times and of adult learning theories. The scientific approach of physiology, supported by a “dry laboratory” and the use of simulators is described; the relevance of providing cognitive tools to the students is underlined as an added value for academic and professional success. Students highlighted the motivation for learning enhanced by the teaching approach and methodology, the relevance and balance of the contents and the usefulness of systematic training of reasoning, realizing that it stands as an essential tool to be used in subsequent academic years as well as in clinical practice. |
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Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teachingCanas de pesca e canivetes suíços para a aprendizagem: duas décadas de experiência no ensino de fisiologia a alunos de MedicinaThis paper reports a joint reflection on teaching physiology, a discipline of the 2nd year of the Master in Medicine (MIM) in Faculdade de Ciências Médicas (FCM), Universidade Nova de Lisboa. The present reflection was undertaken by the Departments of Physiology and Medical Education of FCM; the paper is based on the concurrence of pedagogical options undertaken by the professor of physiology and the perspectives and opinions of a group of 6th year students, co-authors of the text. The experience of two decades of physiology teaching in FCM is described in a context of learning medicine in the present times and of adult learning theories. The scientific approach of physiology, supported by a “dry laboratory” and the use of simulators is described; the relevance of providing cognitive tools to the students is underlined as an added value for academic and professional success. Students highlighted the motivation for learning enhanced by the teaching approach and methodology, the relevance and balance of the contents and the usefulness of systematic training of reasoning, realizing that it stands as an essential tool to be used in subsequent academic years as well as in clinical practice. O presente artigo expressa a reflexão conjunta sobre o ensino da fisiologia, unidade curricular do 2.º ano do Mestrado Integrado em Medicina (MIM); uma reflexão realizada pelos Departamentos de Fisiologia e de Educação Médica da Faculdade de Ciências Médicas (FCM) da Universidade Nova de Lisboa. O artigo baseia-se no cruzamento das opções pedagógicas do regente da unidade curricular com as opiniões de alunos do 6.º ano do curso, que também são co-autores do texto. A partir de um enquadramento sobre aprendizagem da medicina nos tempos de hoje e sobre a forma como os jovens adultos aprendem, caracteriza-se o que tem sido o ensino da fisiologia na FCM nas últimas duas décadas. Explicitam-se as razões que levaram à opção por uma abordagem científica apoiada num “laboratório seco” com recurso a simuladores, como forma de fornecer ferramentas cognitivas consideradas úteis para a prossecução do curso e para a futura vida profissional dos estudantes. Os estudantes valorizaram, para além da motivação trazida pela metodologia de ensino, a pertinência e o bom doseamento dos conteúdos e a utilidade do treino sistemático do raciocínio; reconhecem que este é uma ferramenta essencial para o curso em geral e para o exercício da prática clínica.Universidade Católica Portuguesa2010-06-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34632/cadernosdesaude.2010.2805https://doi.org/10.34632/cadernosdesaude.2010.2805Cadernos de Saúde; Vol 3 No 2 (2010); 7-12Cadernos de Saúde; v. 3 n. 2 (2010); 7-122795-43581647-055910.34632/cadernosdesaude.2010.3.2reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.ucp.pt/index.php/cadernosdesaude/article/view/2805https://revistas.ucp.pt/index.php/cadernosdesaude/article/view/2805/2709Direitos de Autor (c) 2010 Pedro Costa, Cátia Amado, Marco Oliveira, Telmo Santos, Patrícia Rosado Pintohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCosta, PedroAmado, CátiaOliveira, MarcoSantos, TelmoPinto, Patrícia Rosado2023-10-03T15:47:33Zoai:ojs.revistas.ucp.pt:article/2805Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:32:53.651760Repositório 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 |
Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching Canas de pesca e canivetes suíços para a aprendizagem: duas décadas de experiência no ensino de fisiologia a alunos de Medicina |
title |
Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching |
spellingShingle |
Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching Costa, Pedro |
title_short |
Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching |
title_full |
Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching |
title_fullStr |
Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching |
title_full_unstemmed |
Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching |
title_sort |
Fishing rods and swiss knives as learning tools in medical education: a two decades’ experience in physiology teaching |
author |
Costa, Pedro |
author_facet |
Costa, Pedro Amado, Cátia Oliveira, Marco Santos, Telmo Pinto, Patrícia Rosado |
author_role |
author |
author2 |
Amado, Cátia Oliveira, Marco Santos, Telmo Pinto, Patrícia Rosado |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Costa, Pedro Amado, Cátia Oliveira, Marco Santos, Telmo Pinto, Patrícia Rosado |
description |
This paper reports a joint reflection on teaching physiology, a discipline of the 2nd year of the Master in Medicine (MIM) in Faculdade de Ciências Médicas (FCM), Universidade Nova de Lisboa. The present reflection was undertaken by the Departments of Physiology and Medical Education of FCM; the paper is based on the concurrence of pedagogical options undertaken by the professor of physiology and the perspectives and opinions of a group of 6th year students, co-authors of the text. The experience of two decades of physiology teaching in FCM is described in a context of learning medicine in the present times and of adult learning theories. The scientific approach of physiology, supported by a “dry laboratory” and the use of simulators is described; the relevance of providing cognitive tools to the students is underlined as an added value for academic and professional success. Students highlighted the motivation for learning enhanced by the teaching approach and methodology, the relevance and balance of the contents and the usefulness of systematic training of reasoning, realizing that it stands as an essential tool to be used in subsequent academic years as well as in clinical practice. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-06-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34632/cadernosdesaude.2010.2805 https://doi.org/10.34632/cadernosdesaude.2010.2805 |
url |
https://doi.org/10.34632/cadernosdesaude.2010.2805 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ucp.pt/index.php/cadernosdesaude/article/view/2805 https://revistas.ucp.pt/index.php/cadernosdesaude/article/view/2805/2709 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
dc.source.none.fl_str_mv |
Cadernos de Saúde; Vol 3 No 2 (2010); 7-12 Cadernos de Saúde; v. 3 n. 2 (2010); 7-12 2795-4358 1647-0559 10.34632/cadernosdesaude.2010.3.2 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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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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