Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method

Detalhes bibliográficos
Autor(a) principal: Neves, Ben-Hur Souto das
Data de Publicação: 2019
Outros Autores: Oliveira, Inaê, Naumann, Matheus Henrique, Mello-Carpes, Pâmela Billig
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Bioquímica
Texto Completo: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/P2
Resumo: Active teaching methods have been adopted in the training of professionals from different areas by stimulating critical thinking and, in this way, favoring quickly and efficient decision-making processes. The use of clinical cases in health area courses is an example. However, the application of this tool has been mainly in clinical courses. We propose the use of clinical cases in the teaching of a basic science course: Human Physiology. Clinical cases were presented periodically, after traditional classes, and a group discussion was proposed to try understanding the physiology behind each situation, applying the theoretical knowledge. The students’ evaluations showed that the activity contributed to a better contents’ understanding, as well as to the students’ performance in Physiology course.
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spelling Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This MethodEnsinando ciências básicas através de casos clínicos: Percepção dos estudantes de Fisiologia sobre o uso deste métodoEnsino de Ciências Básicas; Práticas de ensinocasos clínicos; métodos ativos; fisiologia humana.Active teaching methods have been adopted in the training of professionals from different areas by stimulating critical thinking and, in this way, favoring quickly and efficient decision-making processes. The use of clinical cases in health area courses is an example. However, the application of this tool has been mainly in clinical courses. We propose the use of clinical cases in the teaching of a basic science course: Human Physiology. Clinical cases were presented periodically, after traditional classes, and a group discussion was proposed to try understanding the physiology behind each situation, applying the theoretical knowledge. The students’ evaluations showed that the activity contributed to a better contents’ understanding, as well as to the students’ performance in Physiology course.Métodos ativos de ensino têm sido adotados na formação de profissionais de diferentes áreas, estimulando o pensamento crítico e, dessa forma, favorecendo a tomada de decisão rápida e eficiente. O uso de casos clínicos em disciplinas da área da saúde é um exemplo. No entanto, a aplicação dessa ferramenta tem ocorrido principalmente em disciplinas clínicas. Neste contexto, propomos a utilização de casos clínicos no ensino de uma disciplina das ciências básicas: Fisiologia Humana. Os casos clínicos foram apresentados periodicamente, após aulas expositivas tradicionais, e uma discussão em grupo foi proposta para tentar entender a fisiologia envolvida em cada situação, aplicando o conhecimento teórico. As avaliações dos alunos mostraram que a atividade contribuiu para uma melhor compreensão do conteúdo, bem como para o desempenho dos alunos no curso de fisiologia.Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBqUnipampaSBFisNeves, Ben-Hur Souto dasOliveira, InaêNaumann, Matheus HenriqueMello-Carpes, Pâmela Billig2019-06-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/P210.16923/reb.v17i0.847Revista de Ensino de Bioquímica; v. 17 (2019): Especial; 13 - 25Revista de Enseñanza de Bioquímica; v. 17 (2019): Especial; 13 - 25Journal of Biochemistry Education; v. 17 (2019): Especial; 13 - 25Revista de Ensino de Bioquímica; v. 17 (2019): Especial; 13 - 252318-8790reponame:Revista de Ensino de Bioquímicainstname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)instacron:SBBQMporhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/P2/668http://bioquimica.org.br/revista/ojs/index.php/REB/article/downloadSuppFile/P2/136/*ref*/Bailey CM, Hsu CT, DiCarlo SE. Educational puzzles for understanding gastrointestinal physiology. The American journal of physiology. 1999;276(6 Pt 2):S1-18. Epub 2005/10/08./*ref*/Neves B-HS, Altermann C, Gonçalves R, Lara MV, Mello-Carpes PB. Home-based vs. laboratory-based practical activities in the learning of human physiology: the perception of students. Advances in physiology education. 2017;41(1):89-93./*ref*/Machado RS, Oliveira I, Ferreira I, das Neves BS, Mello-Carpes PB. The membrane potential puzzle: a new educational game to use in physiology teaching. Advances in physiology education. 2018;42(1):79-83. Epub 2018/01/18./*ref*/Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education. 2013;37(4):316-20./*ref*/Altermann C, Gonçalves R, Lara MVS, Neves B-HS, Mello-Carpes PB. Observing and understanding arterial and venous circulation differences in a physiology laboratory activity. Advances in physiology education. 2015;39(4):405-10./*ref*/Cagiltay NE, Ozcelik E, Ozcelik NS. The effect of competition on learning in games. Computers & Education. 2015;87:35-41./*ref*/Gurpinar E, Kulac E, Tetik C, Akdogan I, Mamakli S. Do learning approaches of medical students affect their satisfaction with problem-based learning? Advances in physiology education. 2013;37(1):85-8. Epub 2013/03/09./*ref*/Weast D. Alternative teaching strategies: The case for critical thinking. Teaching Sociology. 1996;24(2):189-94./*ref*/Kibble JD, Bellew C, Asmar A, Barkley L. Team-based learning in large enrollment classes. Advances in physiology education. 2016;40(4):435-42./*ref*/Klegeris A, Hurren H. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Advances in physiology education. 2011;35(4):408-15. Epub 2011/12/06./*ref*/Alimoglu MK, Yardım S, Uysal H. The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions. Advances in physiology education. 2017;41(1):38-43./*ref*/Borges S, Mello-Carpes PB. Physiology applied to everyday: the practice of professional contextualization of physiology concepts as a way of facilitating learning. Advances in physiology education. 2014;38(1):93-5. Epub 2014/03/04./*ref*/Sullivan GM, Artino AR, Jr. Analyzing and interpreting data from likert-type scales. Journal of graduate medical education. 2013;5(4):541-2./*ref*/Rao SP, DiCarlo SE. Active learning of respiratory physiology improves performance on respiratory physiology examinations. Advances in physiology education. 2001;25(1-4):127-33./*ref*/Akers TK. The physiology teacher, a facilitator of learning at all levels. The American journal of physiology. 1991;260(6 Pt 3):S32-3./*ref*/DiCarlo SE. Too much content, not enough thinking, and too little fun! Advances in physiology education. 2009;33(4):257-64./*ref*/Koh GC, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ. 2008;178(1):34-41.Brasilestudantes de graduaçãoDireitos autorais 2019 Revista de Ensino de Bioquímicahttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess2022-03-25T17:24:16Zoai:ojs.bioquimica.org.br:article/847Revistahttp://bioquimica.org.br/revista/ojs/index.php/REBONGhttp://bioquimica.org.br/revista/ojs/index.php/REB/oaicontato@bioquimica.org.br||ensinodebioquimica@gmail.com2318-87901677-2318opendoar:2022-03-25T17:24:16Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)false
dc.title.none.fl_str_mv Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method
Ensinando ciências básicas através de casos clínicos: Percepção dos estudantes de Fisiologia sobre o uso deste método
title Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method
spellingShingle Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method
Neves, Ben-Hur Souto das
Ensino de Ciências Básicas; Práticas de ensino
casos clínicos; métodos ativos; fisiologia humana.
title_short Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method
title_full Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method
title_fullStr Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method
title_full_unstemmed Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method
title_sort Teaching Basic Science By Clinical Cases: Perception Of Physiology Students About The Use Of This Method
author Neves, Ben-Hur Souto das
author_facet Neves, Ben-Hur Souto das
Oliveira, Inaê
Naumann, Matheus Henrique
Mello-Carpes, Pâmela Billig
author_role author
author2 Oliveira, Inaê
Naumann, Matheus Henrique
Mello-Carpes, Pâmela Billig
author2_role author
author
author
dc.contributor.none.fl_str_mv
Unipampa
SBFis
dc.contributor.author.fl_str_mv Neves, Ben-Hur Souto das
Oliveira, Inaê
Naumann, Matheus Henrique
Mello-Carpes, Pâmela Billig
dc.subject.none.fl_str_mv

dc.subject.por.fl_str_mv Ensino de Ciências Básicas; Práticas de ensino
casos clínicos; métodos ativos; fisiologia humana.
topic Ensino de Ciências Básicas; Práticas de ensino
casos clínicos; métodos ativos; fisiologia humana.
description Active teaching methods have been adopted in the training of professionals from different areas by stimulating critical thinking and, in this way, favoring quickly and efficient decision-making processes. The use of clinical cases in health area courses is an example. However, the application of this tool has been mainly in clinical courses. We propose the use of clinical cases in the teaching of a basic science course: Human Physiology. Clinical cases were presented periodically, after traditional classes, and a group discussion was proposed to try understanding the physiology behind each situation, applying the theoretical knowledge. The students’ evaluations showed that the activity contributed to a better contents’ understanding, as well as to the students’ performance in Physiology course.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-03
dc.type.none.fl_str_mv





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url http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/P2
identifier_str_mv 10.16923/reb.v17i0.847
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/P2/668
http://bioquimica.org.br/revista/ojs/index.php/REB/article/downloadSuppFile/P2/136
/*ref*/Bailey CM, Hsu CT, DiCarlo SE. Educational puzzles for understanding gastrointestinal physiology. The American journal of physiology. 1999;276(6 Pt 2):S1-18. Epub 2005/10/08.
/*ref*/Neves B-HS, Altermann C, Gonçalves R, Lara MV, Mello-Carpes PB. Home-based vs. laboratory-based practical activities in the learning of human physiology: the perception of students. Advances in physiology education. 2017;41(1):89-93.
/*ref*/Machado RS, Oliveira I, Ferreira I, das Neves BS, Mello-Carpes PB. The membrane potential puzzle: a new educational game to use in physiology teaching. Advances in physiology education. 2018;42(1):79-83. Epub 2018/01/18.
/*ref*/Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in physiology education. 2013;37(4):316-20.
/*ref*/Altermann C, Gonçalves R, Lara MVS, Neves B-HS, Mello-Carpes PB. Observing and understanding arterial and venous circulation differences in a physiology laboratory activity. Advances in physiology education. 2015;39(4):405-10.
/*ref*/Cagiltay NE, Ozcelik E, Ozcelik NS. The effect of competition on learning in games. Computers & Education. 2015;87:35-41.
/*ref*/Gurpinar E, Kulac E, Tetik C, Akdogan I, Mamakli S. Do learning approaches of medical students affect their satisfaction with problem-based learning? Advances in physiology education. 2013;37(1):85-8. Epub 2013/03/09.
/*ref*/Weast D. Alternative teaching strategies: The case for critical thinking. Teaching Sociology. 1996;24(2):189-94.
/*ref*/Kibble JD, Bellew C, Asmar A, Barkley L. Team-based learning in large enrollment classes. Advances in physiology education. 2016;40(4):435-42.
/*ref*/Klegeris A, Hurren H. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Advances in physiology education. 2011;35(4):408-15. Epub 2011/12/06.
/*ref*/Alimoglu MK, Yardım S, Uysal H. The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions. Advances in physiology education. 2017;41(1):38-43.
/*ref*/Borges S, Mello-Carpes PB. Physiology applied to everyday: the practice of professional contextualization of physiology concepts as a way of facilitating learning. Advances in physiology education. 2014;38(1):93-5. Epub 2014/03/04.
/*ref*/Sullivan GM, Artino AR, Jr. Analyzing and interpreting data from likert-type scales. Journal of graduate medical education. 2013;5(4):541-2.
/*ref*/Rao SP, DiCarlo SE. Active learning of respiratory physiology improves performance on respiratory physiology examinations. Advances in physiology education. 2001;25(1-4):127-33.
/*ref*/Akers TK. The physiology teacher, a facilitator of learning at all levels. The American journal of physiology. 1991;260(6 Pt 3):S32-3.
/*ref*/DiCarlo SE. Too much content, not enough thinking, and too little fun! Advances in physiology education. 2009;33(4):257-64.
/*ref*/Koh GC, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ. 2008;178(1):34-41.
dc.rights.driver.fl_str_mv Direitos autorais 2019 Revista de Ensino de Bioquímica
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2019 Revista de Ensino de Bioquímica
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estudantes de graduação
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Revista de Ensino de Bioquímica; v. 17 (2019): Especial; 13 - 25
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