RESUMO

Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL.NEW & NOTEWORTHY We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy.

Assuntos

RESUMO

Scientific articles have been explored as a didactic resource in the teaching of Biochemistry, as well as in other areas of science. This teaching strategy contributes to the learning and understanding of specific concepts, and development of the skills, necessary for the research training of students. The present study investigated the use of scientific articles in the Topics in Metabolism course, which was offered to Biochemistry graduate students, at the University of São Paulo. Instead of lectures and seminars, two main activities were used: directed study (DS) and discussion groups (DG). Both utilized and explored high impact publications with a recognized quality of intellectual production. In this active learning environment, the objective was to evaluate the perception of the students regarding the teaching strategy, and the level of effort each student expended to understand the course material. Data collection involved using the responses to open and closed questions, from two questionnaires. Then the Pirouette software was employed to perform the Hierarchical Cluster Analysis (HCA). The results indicated that 78% of the students had a positive perception of the teaching strategy and struggled less to understand the course material. On the other hand, 22% of the students had a less positive perception of the strategy and displayed a less intense course engagement. Ultimately, the results presented in the present study indicate that the adoption of this teaching strategy can help graduate students to develop the ability to read critically and thoroughly understand scientific materials, which are fundamental skills for future researchers. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):85-92, 2018.

Assuntos

RESUMO

Introducción: en los métodos activos de enseñanza, el profesor propicia que el educando asuma protagonismo en su aprendizaje mediante su participación responsable, la reflexión en la solución de problemas en condiciones reales y simuladas, la actividad creativa y el trabajo en grupo. Objetivo: explorar la utilización de métodos activos para el aprendizaje de habilidades clínicas en las diferentes formas de organización de la enseñanza. Método: se aplicó una encuesta creada por los autores a 20 estudiantes de diferentes estancias en asignaturas del ciclo clínico. El análisis estadístico descriptivo se limitó al cálculo del valor promedio, tras llevar la Escala Likert nominal a valores numéricos. Se calculó el índice Alfa de Cronbach para estimar consistencia interna, y el test de comparación de medias de muestras independientes, para puntajes promediados de varias asignaturas. Resultados: se obtuvieron índices de Cronbach sobre 0,7, lo que sugiere alta consistencia interna del instrumento y estabilidad en los resultados. Hubo diferencias significativas entre distintas estancias en la utilización de casos clínicos en los seminarios; la utilización del libro de texto para confeccionar el examen y el uso de preguntas reproductivas en exámenes escritos. Los educandos refirieron baja frecuencia en algunas estancias de la observación y corrección de la ejecución del examen físico, realización de discusiones diagnósticas colectivas y la revisión con retroalimentación de discusiones diagnósticas escritas. Conclusiones: la percepción de los estudiantes sugiere variabilidad en la utilización de métodos de enseñanza activos para el aprendizaje de habilidades clínicas.

Introduction: professors in the active learning methods encourage the students to assume a leading role in his responsible learning participation, reflection in the solution of problems in real and simulated conditions, and the creative activity and the work in group. Objective: explore the utilization of active methods for learning of clinical skills, in the different forms of teaching organization, and his interaction with other components of the teaching _ learning process. Material and Methods: a survey created by authors was applied to 20 students of different study´s subjects in the clinical cycle. The descriptive statistical analysis included the mean calculation after numeric values were converted in the Likert nominal scale. Cronbach's alfa index was calculated to estimate internal consistency, and the test of comparison means to independent samples, to average score in some of study´s subjects. Results: it was obtained a Cronbach index above 0.7, suggesting high internal consistency of the instrument used and stability in the results. There were significant differences between different subjects in the handle of clinical cases during seminaries; the utilization of the textbook to make up test and the use of reproductive questions in written tests. The student referred low hours frequency for some observational subjects and correction the performance of the physical examination, do a group diagnostic case discussion and the reviewing and feedback discussion in the diagnostic written case. Conclusions: the students' perception suggests variability in the utilization of active teaching methods for the learning clinical skills.