Neuroanatomy teaching: an example of active teaching applied to medical formation


Neuroanatomy teaching: an example of active teaching applied to medical formation


Sophia Kelly Abreu de Castro1; Hisao Nishijo3; Tales Alexandre Aversi-Ferreira2,3

1School of Medicine, Federal University of Alfenas, Alfenas-MG, Brazil. 2Biomathematics and Physical Anthropology Laboratory, Department of Anatomy, Biomedical Institute, Federal University of Alfenas, Alfenas-MG, Brazil. 3System Emotional Science, Graduate School of Medicine and Pharmaceutical Sciences, University of Toyama, Toyama, Japan.


American journal of educational research and reviews

The paradigm shift from traditional teaching to new methodologies faces the challenges of current implementation in universities, especially in health courses where it is necessary to adequately train professionals in ethical and moral aspects for social work and working in teams with social responsibility, with the capacity to adapt to technological challenges and the incessant search for knowledge. Active teaching methodologies are one of the options that can be applied to higher education in order to improve the training of students, preparing them to solve the problems that are bound to present themselves in professional activities. To verify whether or not an active methodology can improve learning within the difficult circumstances of traditional teaching of the neural pathways and structures of the spinal cord and encephalon in the basic discipline of neuroanatomy. Simple materials such as wood, A4 paper, cardboard, colored pencils or pens, colored threads and adhesive tapes were used to produce three-dimensional models that represent the pathways and structures of the medulla, brain stem, cerebellum and brain. The students were divided into groups of 5 and built the models after studying the textbook, internet sites and atlas. Another process was the condensing of various data to construct structure schemes, with free access to the websites in all cases. The models were made and studied, as well as the schemes. Spontaneous information from the students showed positive acceptance of the method, with few negative points being cited, at least not directly to the professor. The use of three-dimensional model constructions, two-dimensional schemes and digital technology in the teaching of neuroanatomy, integrated with an active methodology process, allowed the students to gain autonomy in the studies and develop a more comprehensive view of the content, to the extent that they felt satisfied in seeing the final model generated by their efforts, ultimately improving cognitive aspects in neuroanatomy.


Keywords: Active methodology, Learning; Teaching; Models; Neuroanatomy.


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How to cite this article:
Sophia Kelly Abreu de Castro,Hisao Nishijo,Tales Alexandre Aversi-Ferreira. Neuroanatomy teaching: an example of active teaching applied to medical formation. American Journal of Educational Research and Reviews, 2018,3:37. DOI:10.28933/ajerr-2018-10-2301


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