Journal
INTERNATIONAL JOURNAL OF MORPHOLOGY
Volume 30, Issue 1, Pages 188-195Publisher
SOC CHILENA ANATOMIA
DOI: 10.4067/S0717-95022012000100034
Keywords
Education; Education Nursing; Embryology; Health Science Education; Models; Morphology
Categories
Funding
- CREST (Core Research for Evolutional Science and Technology)
- JST (Japan Science and Technology Agency), Japan
- JSPS (Japan Society for the Promotion of Science) Asian Core Program
- Ministry of Education, Science, Sports and Culture [22240051]
- CNPq (National Council of Technology and Development - Brazil)
- Grants-in-Aid for Scientific Research [22240051] Funding Source: KAKEN
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Recently, the curriculum and the educational methodologies associated with health sciences courses are being reviewed and adapted. Pre-clinical sciences, such as anatomy and embryology are as well subjected to those changes. In human embryology courses it is common to use models to represent the different phases of development to facilitate learning, since the students can see and touch the models, obtaining knowledge by analogies. The purpose of the present study was to investigate if the construction of models by the students during practical embryology classes would improve or facilitate their learning. One year after the classes, 60 students answered a questionnaire with nine objective questions, including spaces for suggestions and observations. The student's responses suggested that the construction of models contributed to their learning.
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