Testing new learning methodologies for the teaching of Human Embryology

a report of experience and perception of students

Authors

DOI:

https://doi.org/10.35699/2237-5864.2018.2446

Keywords:

Embryology, Blended learning, Flipped classroom, Active methodology, Medical education

Abstract

The objectives of this study are to report and reflect on a teaching experience of the human embryology education and to investigate the perception of students about the methodologies applied, with regard to the acquisition of knowledge and the visualization of the importance of and the interaction with other disciplines offered (positive and negatives points and suggestions). It is a qualitative, descriptive and exploratory research, carried out with medical scholars which are attending their first semester. The methodology used comprised a hybrid teaching model of Flipped Classroom, in association with the traditional theoretical/practical classes. This methodological alternation provided time optimization and an advance in the learning process of the component, since it has enabled articulations between the teacher and the students, in individual or collective level, and also between the components of each team (collaborative work) outside the classroom.

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Author Biography

Lidia Cristina Villela Ribeiro, Universidade do Estado da Bahia (UNEB), Salvador, BA, Brasil.

Professora adjunta da Universidade do Estado da Bahia (UNEB), graduada em Ciências Biológicas pela Universidade Santa Úrsula (USU), com especialização em Histologia e Embriologia pela Universidade Federal do Rio de Janeiro (UFRJ) e mestrado e doutorado em Patologia (Experimental) pela Universidade Federal Fluminense (UFF).

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Published

2018-07-11

How to Cite

RIBEIRO, L. C. V. Testing new learning methodologies for the teaching of Human Embryology: a report of experience and perception of students. Revista Docência do Ensino Superior, Belo Horizonte, v. 8, n. 1, p. 151–165, 2018. DOI: 10.35699/2237-5864.2018.2446. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2446. Acesso em: 22 jul. 2024.

Issue

Vol. 8 No. 1 (2018)

Section

Article

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