Implementação de duas diferentes estratégias educacionais no ensino de anatomia humana: contribuições de jogo de tabuleiro e body painting para aprendizagem significativa

Abstract

Currently, there are several teaching strategies used in teaching anatomy. These student-led interactive teaching methods are an important part of andragogy, which leads to professional competence and the generation of meaningful learning. Among this teaching method we have problem-based learning, problematization, board games and body painting. The methodologies used were: Body painting, ludic anatomy and board games. Therefore, developing effective modalities for teaching anatomy is essential for safe medical practice and promoting effective learning. Thus, this work aimed to analyze whether different teaching strategies of human anatomy of the locomotor and lymphatic systems promote meaningful learning in the short and long term. Thus, a cross-sectional quasi-experimental study was carried out with a quantitative approach to the curricular component of Morfofuncional. For data analysis, descriptive statistics and the Friedman test were used, followed by the Dunns post-test with the aid of the Graph Pad Prism program, version 6.0, with data with a value of p<0.05 being considered significant. The students were evaluated before, after carrying out the activities, six months and one year after carrying out the educational strategies. It was observed that there was no statistically significant difference between the participants' ages (p>0.05). The students mostly stated that the activities contributed to facilitate learning. There was a statistically significant difference between board games and Body Painting in the short and long term when compared with traditional teaching. In this way, interactive, integrated and playful teaching can be very useful to increase knowledge and long-term retention of Anatomy compared to the traditional method. In addition, Body painting and the board game facilitate learning and improve interpersonal relationships between students.