Performance in physiology evaluation: possible improvement by active learning strategies

Abstract

The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them.

Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

“…The researcher further concluded that students not only learned more, but also enjoyed the activities. Although Montrezor's (2016) learning strategies did not include jigsaw cooperative learning in the study, as an active learning strategy, it should yield similar results.…”

“…Much research has been done on active learning in general, and it has been found that student performance improved (Russell et al, 2016) and that students enjoyed the varying activities. One study in a physiology course (Montrezor, 2016) utilized various active learning activities such as a board game, a puzzle, a video, and a debate. The results were compared with those of classes where active methodologies were not used.…”

“…Most of these studies have been conducted in fields other than business, except for one study of active learning with accounting students (Mohrweis & Shinham, 2015). The vast majority of studies have been done in STEM fields, such as mathematics (Tran & Lewis, 2012;Zakaria et al, 2010), chemistry (Karacop & Doymus, 2013), medicine (Montrezor, 2016), and biology (Slish, 2005), to name a few. No available research was found that focused on the general insurance or risk management fields of study-even though in today's business and professional settings, working in small teams is usual and cooperative learning strategies can benefit students by better preparing them for the workplace (Perkins & Saris, 2001).…”

A Construção Da Identidade Étnico-Racial Nas Orientações Curriculares Do Estado Da Bahia

“…Os quizzes foram aplicados em plataforma Moodle, e forneciam feedbacks aos alunos. Observou-se aumento da motivação e do rendimento (notas) dos alunos participantes.Com relação ao portfólio, os resultados positivos em relação ao método estão de acordo com os estudosde Cotta et al (2012) Montrezor (2016),. que relataram uma melhora no desempenho e satisfação dos alunos com o uso de estratégia semelhante.Um dos objetivos do portfólio é ajudar o estudante a aprender avaliar o seu próprio trabalho(FERRAZ JÚNIOR et al, 2016).SegundoFrota et al (2011) o portfólio funcionou como um instrumento facilitador do processo de ensino-aprendizagem, sendo bem aceito pelos alunos e pelos professores, e empregado com sucesso no ensino odontológico.…”

Programa educativo sobre registro da pressão arterial em serviço hospitalar de emergência: um estudo de intervenção

“…A escolha do tipo de jogo educativo a ser utilizado na proposta de treinamento depende do assunto a ser tratado e dos objetivos de aprendizagem que devem ser alcançados após a aplicação da intervenção (JONES et al, 2015). O jogo de tabuleiro, do inglês "board game", tem se mostrado uma importante ferramenta de aprendizagem para estudantes da área da saúde quando comparado a outros métodos lúdicos de ensino, como por exemplo, o quebra-cabeça (MONTREZOR, 2016). Entretanto, as evidências disponíveis sobre a relevância dos jogos de tabuleiro como aliado do processo ensino-aprendizagem e da educação permanente em saúde ainda são limitadas e merecem ser melhor investigadas, sobretudo quanto ao seu impacto na prática clínica e na promoção do conhecimento, tanto em curto como em longo prazo (KAWAMURA et al, 2014;BUKOWSKI et al, 2016;KARBOWNIK et al, 2016;MOUTON et al, 2017).…”