Your browser doesn't support javascript.
loading
Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses.
Nasre-Nasser, Raif Gregorio; Oliveira, Gislaine Alves de; Marques Ribeiro, Maria Flavia; Arbo, Bruno Dutra.
Afiliação
  • Nasre-Nasser RG; Post-graduation Program in Physiological Sciences, Instituto de Ciências Biológicas, Universidade Federal do Rio Grande (FURG), Rio Grande do Sul, Brazil.
  • Oliveira GA; Post-graduation Program in Biological Sciences: Physiology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil.
  • Marques Ribeiro MF; Department of Physiology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil.
  • Arbo BD; Department of Pharmacology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil.
Adv Physiol Educ ; 46(1): 98-108, 2022 Mar 01.
Article em En | MEDLINE | ID: mdl-34855540
The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profiles of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses of the teaching-learning strategies used in physiology at different Brazilian universities as well as the factors that influence or hinder the learning of this discipline. Questionnaires were analyzed from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies, and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, whereas the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. In addition, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as large amounts of information, little time for study outside the classroom, previous knowledge, and intrinsic difficulty of the discipline. Finally, students tended to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs, and difficulties of students and teachers plays an essential role in improving the teaching-learning process.
Assuntos
Palavras-chave
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Medicina / Aprendizagem Tipo de estudo: Prognostic_studies Limite: Humans País/Região como assunto: America do sul / Brasil Idioma: En Revista: Adv Physiol Educ Assunto da revista: EDUCACAO / FISIOLOGIA Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Brasil País de publicação: Estados Unidos
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Medicina / Aprendizagem Tipo de estudo: Prognostic_studies Limite: Humans País/Região como assunto: America do sul / Brasil Idioma: En Revista: Adv Physiol Educ Assunto da revista: EDUCACAO / FISIOLOGIA Ano de publicação: 2022 Tipo de documento: Article País de afiliação: Brasil País de publicação: Estados Unidos