Metodologias ativas e gamificação com estratégias para o ensino da anatomia humana

Abstract

Human Anatomy is a classical prerogative discipline to the understanding of the human body. It presents itself as a complex and essential knowledge for all courses in the health area. In this perspective, there is a need to seek different methodological strategies for the realization of the teaching process that provides for the protagonism of the student, with motivating conditions for the consolidation of learning. In this scenario, the present study aimed to verify the role of active methodologies and gamification as strategies for teaching anatomy. The research is classified as a descriptive, exploratory field study, with quantitative approach, carried out in a private University Center in Fortaleza, with students of the 1st semester of health courses. The target population consisted of 200 students from physical education, nutrition, aesthetics, physiotherapy, dentistry, nursing and pharmacy, with a sample of 100 students with a 95% degree of confidence and a margin of error of 7%. The students were then introduced to the systems that compose the teaching of anatomy in different ways. The control group was presented in a traditional way, the contents skeletal, muscular, articular, circulatory and nervous system, as an intervention group, presented in the form of active methodologies conceptual map, body paint and integrated panel. Kahoot® was applied in pre-test, before the aforementioned methodologies, soon after the application of methodologies (immediate post-test) and in the long-term post-test that occurred in a six-month time interval. In addition, the students were asked about their impressions about the application of the methodologies, through electronic forms sent after the application of the methodology. The ethical precepts, governed by Resolution No. 466/12 and 510/16 of the National Health Council were prioritized under approval no. 5,286,394. For statistical analysis, the Shapiro-Wilk test was initially performed and the results that obeyed a parametric distribution were analyzed by variance analysis (ANOVA) followed by the Tukey test as post hoc test through the GraphPad Prism version 6.0 program. Data that did not follow normal distribution were analyzed by non-parametric statistics using Kruskal-Wallis test followed by Dunn's (multiple comparations). For all analyses, the data were considered significant when p < 0.05. The quantitative results were expressed as ± standard error (EPM). For textual analysis, the software IRAMUTEQ and Nvivo were used. The results showed a statistically significant difference in learning after the application of active methodologies, conceptual maps, integrated panel, body paint and Kahoot®. The participants' statements were found to have the benefits of applying methodologies in learning, such as dynamism and pleasure in learning. It was observed that the strategies promoted meaningful learning when correlated with traditional teaching. It was found that conceptual maps, integrated panel, body paint and Kahoot® are methodological strategies that enable meaningful learning in short and long term periods, and that the use of these proposals works in a multimodal perspective in the constitution of knowledge for the discipline of anatomy, providing a playful, exciting, dynamic and meaningful learning. It was concluded that active teaching and learning methodologies function as a formidable student-centered strategy, promoting greater effectiveness in the teaching and learning process.