IJAR.2017.423

Type of Article:  Original Research

Volume 5; Issue 4.2 (November 2017)

Page No.: 4623-4629

DOI: https://dx.doi.org/10.16965/ijar.2017.423

THE TEACHING OF HUMAN ANATOMY IN BRAZIL: THE REALITY OF NORTHEAST BRAZIL

Polieria Santos Oliveira 1, Jalles Dantas de Lucena 2, Francisco Rafael Oliveira da Silva 2, Katarina Maria Brasileiro Leal 3, Jonas Nogueira Ferreira a Maciel Gusmão 2, Osvaldo Pereira da Costa Sobrinho 3, João Erivan Façanha Barreto 3, Deiziane Viana da Silva Costa 2, Ariel Gustavo Scafuri 2,3, Delane Viana Gondim 2,3, Gilberto Santos Cerqueira 2,3.

1 Faculty  Vale do Salgado Ceara, Brazil.

2 Faculty of Medicine, Post-Graduate Program in Morphofunctional Sciences, Federal University of Ceara, Fortaleza, Ceara, Brazil.

3 Department of Morphology, Federal University of Ceara, Fortaleza, Ceara, Brazil.

Correspondence Address: Prof. Dr. Gilberto Santos Cerqueira, Department of Morphology – Federal University of Ceara, Street Delmiro de Farias s/n – Campus Porangabussu – Ceara – Brazil. CEP: 64.204-035. Phone: +55 (85) 3366-8497. E-Mail: giufarmacia@hotmail.com 

ABSTRACT

Background: This study aimed to investigate student perceptions regarding the teaching and learning process in the subject of Human Anatomy, an integral part of the Nursing course at the university studied.

Materials and Methods: This is a quantitative study of a descriptive, exploratory nature conducted at a College in the Northeast region of Ceara state. It was performed with ninety-two students from of the courses nursing, who were all enrolled for the discipline concerned and attended the Human Anatomy Laboratory. Semi-structured interviews yielded the qualitative data.

Results: It was found that 70.65% of the interviewees were female. It was observed that 28.26% of the interviewees reported that the workload was insufficient, while 65.21% reported that the corpse study would be indispensable for anatomical practice. The main teaching practice used was passive methodologies 39.41%. During the practical classes the main form was to use a mannequin 93.4%. It was verified that 83.69% reported the importance of the elaboration of an image bank for Anatomy study.

Conclusions: The teaching of Human Anatomy needs to be rethought in order to meet the expectations of this new and current moment. In the attempt to introduce practical classes with cadaver and anatomical pieces which would facilitate the process of teaching-learning in the discipline of Anatomy.

Key Words:  Anatomy, Education, Morphology, Learning Anatomy.

REFERENCES

  1. Halliday N, O’Donoghue D, Klump KE, et al. Human structure in six and one-half weeks: One approach to providing foundational anatomical competency in an era of compressed medical school anatomy curricula. Anat Sci Educ. 2015; 8(2): 149-157, doi: 10.1002/ase.1476, indexed in Pubmed: 24996159.
  2. Barry DS, Marzouk F, Chulak-Oglu K, et al. Anatomy education for the YouTube generation. Anat Sci Educ. 2016; 9(1): 90-96, doi: 10.1002/ase.1550, indexed in Pubmed: 26061143.
  3. Papa V, Vaccarezza M. Teaching anatomy in the XXI century: new aspects and pitfalls. Sci World J. 2013; 2013: 1-5, doi: 10.1155/2013/310348, indexed in Pubmed: 24367240.
  4. Alsaid B. Slide shows vs graphic tablet live drawing for anatomy teaching. Morphologie. 2016; 100(331): 210-215, doi: 10.1016/j.morpho.2016.05.003, indexed in Pubmed: 27363311.
  5. Mamede S, Penaforte JC, Schmidt HG, Caprara A, Tomaz JBC, Sá HL. Aprendizagem baseada em problemas: anatomia de uma nova abordagem educacional. 1ª ed. Fortaleza: Hucitec/Escola de Saúde Pública 2001.
  6. Costa NMSC. Teacher training for nutrition professors: a tacitly accepted omission?. Rev Nutr.  2009; 22(1): 97-104, doi: 10.1590/S1415-52732009000100009.
  7. Heylings DJA. Anatomy 1999–2000: The curriculum, who teaches it and how?. Med Educ. 2002; 36(8): 702-710, doi: 10.1046/j.1365-2923.2002.01272.x, indexed in Pubmed: 12191052.
  8. Biassuto SN, Caussa LI, Criado del Río LE. Teaching anatomy: cadavers vs. computers?. Ann Anat. 2006; 188(2): 187-190, doi: 10.1016/j.aanat.2005.07.007, indexed in Pubmed: 16551018.
  9. Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: from conceptualization to implementation: a case for integrated multimodal – multidisciplinary teaching. Anat Sci Educ. 2012; 5(6): 354-366, doi: 10.1002/ase.1296, indexed in Pubmed:
  10. Lewis TL, Burnett B, Tunstall RG, et al. Complementing Anatomy Education Using Three-Dimensional Anatomy Mobile Software Applications on Tablet Computers. Clin Anat. 2014; 27(3): 313-320, doi: 10.1002/ca.22256, indexed in Pubmed: 23661327.
  11. Moro C, Štromberga Z, Raikos A, et al. The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anat Sci Educ. 2017; (in press), doi: 10.1002/ase.1696, indexed in Pubmed: 28419750.
  12. Dissabandara LO, Nirthanan SN, Khoo TK, et al. Role of cadaveric dissections in modern medical curricula: a study on student perceptions. Anat Cell Biol. 2015; 48(3): 205-212, doi: 10.5115/acb.2015.48.3.205, indexed in Pubmed:
  13. Salbego C, Oliveira EMD, Silva MAR, et al. Student Perceptions of Teaching and Learning Human Anatomy. Rev bras educ med. 2015; 39(1): 23-31, doi: 10.1590/1981-52712015v39n1e00732014.
  14. Neves MVS. Uma nova proposta no ensino de Anatomia Humana: desafios e novas perspectivas. Volta Redonda: Rio de Janeiro 2010.
  15. Kharb P, Samanta PP. Blended learning approach for teaching and learning anatomy: Students’ and teachers’ perspective. J Anat Soc India. 2016; 65(1): 43-47, doi: 10.1016/j.jasi.2016.06.001.
  16. Costa GBF, Costa GBF, Lins CCSA. The Corpse in the Teaching of Human Anatomy: a Methodological and Bioethics Overview. Rev bras educ med. 2012; 36(3): 369-373, doi: 10.1590/S0100-55022012000500011.
  17. Chickering AW, Gamson ZF. Seven Principles for Good Practice in Undergraduate Education. AAHE Bull. 1987; 3: 3-7.
  18. Lazarus L, Sookrajh R, Satyapal KS. Reflective Journals: Unmasking student perceptions of anatomical education. Folia Morphol. 2017; 1-27 (in press), doi: 10.5603/FM.a2017.0019, indexed in Pubmed:
  19. Rozendo CA, Casagrande LDR, Schneider JF, et al. An analysis of the teaching practices of faculties in the health area. Rev Latino-Am Enfermagem. 1999; 7(2): 15-23, doi: 10.1590/S0104-11691999000200003.
  20. Moxham BJ, Plaisant O. Perception of medical students towards the clinical relevance of anatomy. Clin Anat. 2007; 20(5): 560-564, doi: 10.1002/ca.20453, indexed in Pubmed: 17149736.
  21. Drake RL, McBride JM, Lachman N, et al. Medical education in the anatomical sciences: the winds of change continue to blow. Anat Sci Educ. 2009; 2(6): 253-259, doi: 10.1002/ase.117, indexed in Pubmed: 19890982.
  22. Tibrewal S. The anatomy knowledge of surgical trainees: the trainer’s view. Ann R Coll Surg Engl. 2006; 88: 240-242, doi: 10.1308/147363506X113857.
  23. Freire P. Educação como prática da liberdade. ed. Paz e Terra, Rio de Janeiro 1975.
  24. Freire P. Educação e mudança. ed. Paz e Terra, Rio de Janeiro 1989.
  25. Freire P. Pedagogia do oprimido. 17. ed. Paz e Terra, Rio de Janeiro 1987.
  26. Arruda RM, Sousa CRA. Students’ Theoretical-Practical Harnessing of the Subject of Human Anatomy in Physiotherapy Courses. Rev bras educ med. 2014; 38(1): 65-71, doi: 10.1590/S0100-55022014000100009.
  27. Senos R, Ribeiro MS, Martins Kde S, et al. Acceptance of the bodypainting as supportive method to learn the surface locomotor apparatus anatomy of the horse. Folia Morphol. 2015; 74(4): 503-507, doi: 10.5603/FM.2015.0023, indexed in Pubmed:
  28. Goulart L, Remijo KM, Silva AA, et al. Body painting as a methodological resource for the teaching of human anatomy for medical students of the Federal University of Amazonas, Brazil. EFDeportes. 2015; 20(209): 1-5.
  29. Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anat Sci Educ. 2010; 3(2): 83-93, doi: 10.1002/ase.139, indexed in Pubmed:
  30. Portugal HSP, Palma PCR, Fraga R, et al. A Synthetic Three-Dimensional Pelvic Model as an Effective Didactic Tool Compared to Cadaveric Pelvis. Rev bras educ med. 2011; 35(4): 502-506, doi: 10.1590/S0100-55022011000400009.
  31. Kaimkhani, ZA, Ahmed, M, Al-Fayez, M, Zafar, M, Javaid, A. Does the existing traditional undergraduate Anatomy curriculum satisfy the senior medical students? A retrospective evaluation. 2009; 7(3 Pt 1):341-6. http://apps.einstein.br/revista/arquivos/PDF/1433-Einstein%20v7n3p341-6_port.pdf
  32. Rivas RDA. 3D didactic model and useful guide of the semicircular conduct. Braz j otorhinolaryngol. 2011; 77(3): 303-307, doi: 10.1590/S1808-86942011000300006.

Cite this article: Polieria Santos Oliveira, Jalles Dantas de Lucena, Francisco Rafael Oliveira da Silva, Katarina Maria Brasileiro Leal, Jonas Nogueira Ferreira a Maciel Gusmão, Osvaldo Pereira da Costa Sobrinho, João Erivan Façanha Barreto, Deiziane Viana da Silva Costa, Ariel Gustavo Scafuri, Delane Viana Gondim, Gilberto Santos Cerqueira. THE TEACHING OF HUMAN ANATOMY IN BRAZIL: THE REALITY OF NORTHEAST BRAZIL. Int J Anat Res 2017;5(4.2):4623-4629. DOI: 10.16965/ijar.2017.423