Alternative methods for human anatomy teaching: systematic review
DOI:
https://doi.org/10.33448/rsd-v10i16.23641Keywords:
Systematic review; Anatomy; University education; Alternative methodologies.Abstract
Alternative methodologies for teaching and learning have stood out in the teaching of anatomy. Because it allows the student to take an active role in the learning process, which is what education seeks by discovery, thus seeking to overcome the limitations of teaching. To systematically review in the literature, the teaching methods most used in anatomy, a search was performed in the PubMed databases. Original articles that worked on human anatomy in face-to-face higher education were included, if they dealt with the teaching-learning process using alternative educational models. 180 articles were found at the intersection of the following descriptors: “human anatomy”, “higher education”, “teaching” and “educational models”; of which 26 were selected. The analyzed studies demonstrated the lack of continuity in research on the use of alternative methods in teaching anatomy, and that most of these published works are from international institutions. Of the teaching methods cited in the studies, they were varied, mostly involving the active methodologies. The teaching methods of cadaveric dissection and 3D impressions stood out when compared to other teaching alternatives. Therefore, the studies identified on alternative methodologies for teaching human anatomy indicate the efficiency of these methods as they stimulate student satisfaction with the discipline and significant learning.
References
Akle, V., Peña-Silva, R. A., Valencia, D. M., & Rincón-Perez, C. W. (2018). Validation of clay modeling as a learning tool for the periventricular structures of the human brain. Anatomical Sciences Education, 11(2): 137–145.
Alves, L., & Bianchin, M. A. (2010). O jogo como recurso de aprendizagem. Revista Psicopedagogia, 27(83), 282–287.
Amorim Junior, R. F. & Severi, R. (2018). A arte no ensino da cardiologia: relato da experiência do uso de massas moldáveis no aprendizado da anatomia normal e patológica do coração. Revista Brasileira de Educação Médica, 42(4):103–108.
Barbosa, E. F. & Moura, D. G. (2013). Metodologias ativas de aprendizagem na educação profissional e tecnológica. Boletim Técnico do Senac, 39 (2):48-67.
Bergman, E. M., & Bruin, A. B. H. (2015). Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design. BMC Medical Education, 15 (2):133 – 134.
Bergman, E. M., Sieben, J. M. & Smailbegovci. (2013). Constructive, collaborative, contextual, and self-directed learning in surface anatomy education. Anatomical Sciences Education, 6(2):114-24.
Bernardes, A. J. S. (2015). Anatomia e cirurgia. Revista Portuguesa de Cirurgia, (34):5-6.
Braid, F., & Williams, S. B. (2012). Design and validation of a novel learning tool, the ‘‘Anato-Rug,’’ for teaching equine topographical anatomy. Anatomical Sciences Education, 5(5):256-63.
Brasil (2001). Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina. RESOLUÇÃO CNE/CES Nº 4, DE 7 DE NOVEMBRO DE 2001.
Brinke, B. T., & Klitsie, P. J. (2014). Anatomy education and classroom versus laparoscopic dissection-based training: a randomized study at one medical school. Academic Medicine, 89 (5):806-810.
Codd, A. M., & Choudhury, B. (2011). Virtual reality anatomy: is it comparable with traditional methods in the teaching of human forearm musculoskeletal anatomy? Anatomical Sciences Education, 4(3):119-25.
Costa, G., & Costa, G. (2012). The corpse in the teaching of human anatomy: a methodological and bioethics overview. Revista Brasileira de Educação Médica, 39(3): 369-373.
Drake, R. L., & Mcbride, J. M. (2009). Medical education in the anatomical sciences: the winds of change continue to blow. Anatomical Sciences Education, 2(6): 253-259.
Estevez, M. E., & Lindgren, K. A. (2010). A novel three-dimensional tool for teaching human neuroanatomy. Anatomical Sciences Education; 3(6):309-17.
Fornaziero, C. C., & Gordan, P. A. (2010). O ensino da anatomia: integração do corpo humano e meio ambiente. Revista Brasileira de Educação Médica, 34(2):290-297.
Garcia, F. (2013). A importância do uso das tecnologias no processo de ensino-aprendizagem. Educação a Distância, 3(1):25-48.
Gonsalvez, D., Ovens, M. & Ivanusic J. (2015). Does attendance at anatomy practical classes correlate with assessment outcome? A retrospective study of a large cohort of undergraduate anatomy students. BMC Medical Education, 15:231.
Gookin, J. L., & Foster, D. M. (2009). An animated model of reticulorumen motility. Journal of Veterinary Medical Education, 36(4):444-447.
Han, E. R., Chung, E. K. & Kwang-il nam, K. (2015). Peer-assisted learning in a gross anatomy dissection course. PLOS ONE, 13;10(11): :e0142988.
Haspel, C., & Motoike, H. K. (2014). The implementation of clay modeling and rat dissection into the human anatomy and physiology curriculum of a large urban community college. Anatomical Sciences Education , 7(1):38-46.
Inzunza, O., & D'acuña, E. (2003). Evaluación práctica de Anatomía. Rendimiento de los alumnos de primer año de medicina ante distintas formas de perguntar. International Journal of Morphology, 21(2):131-136.
Johnson, E., & Charchanti, A. (2012). Modernization of an anatomy class: from conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anatomical Sciences Education, 5(6):354-366.
Jones, T. W., & Seckeler, M. D. (2017). Use of 3D models of vascular rings and slings to improve resident education. Congenital Heart Disease, 12(5):578-582.
Khalil, M. K., Paas, F., Johnson, T. E., Su, Y. K., & Payer, A. F. (2008). Effects of instructional strategies using cross sections on the recognition of anatomical structures in correlated CT and MR images. Anatomical Sciences Education, 1(2):75–83.
Keedy, A. W., Durack, J. C., Sandhu, P., Chen, E. M., O'sullivan, P. S. & Breiman, R. S. (2011). Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy. Anatomical Sciences Education, 4(2):84-91.
Kooloos, J. G. M., & Schepens-Franke, A. N. (2014). Anatomical knowledge gain through a clay-modeling exercise compared to live and video observations. Anatomical Sciences Education, 7(6):420–429.
Knobe, M., & Carow, J. B. (2012). Arthroscopy or ultrasound in undergraduate anatomy education: a randomized cross-over controlled trial. BMC Medical Education, 12:85.
Ladage, L. D., Tornello, S. L., Vallejera, J. M., Baker, E. E., Yan, Y., & Chowdhury, A. (2018). Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students. Advances in Physiology Education, 42(1):99–103.
Libâneo, J. C. (2013). Didática. 2. ed. São Paulo, SP: Cortez.
Li, Z., & Li, Z. (2015). Three-dimensional printing models improve understanding of spinal fracture—a randomized controlled study in China. Scientific Reports, 5(1):11570.
Lombardi, S. A., & Hicks, R. E. (2014). Are all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions. Advances in Physiology Education, 38(1):80–86;
Masini, E. F. S., & Moreira, M. A. (2008). Aprendizagem significativa: condições para ocorrência e lacunas que levam a comprometimentos. São Paulo, SP: Vetor.
Matozinhos, I. P., & Madureira, A. A. C. (2017). Impressão 3D: inovações no campo da medicina. Revista Interdisciplinar Ciências Médicas, 1(1): 143-162.
Mclachlan, J. C., & Bligh, J. (2004). Teaching anatomy without cadavers. Medical Education, 38(4): 418-424.
Mclachlan, J., & Patten, D. (2006). Anatomy teaching: ghosts of the past, present and future. Medical Education, 40(3):243-253.
Miller, S. A., Perrotti, W., Silverthorn, D. U., Dalley, A. F. & Rarey, K. E. (2002). From college to clinic: reasoning over memorization is key for understanding anatomy. The Anatomical Record, 269(2):69-80.
Mitre, S. M., Siqueira-Batista, R., Girardi-de-Mendonça, J. M., Morais-Pinto, N. M., Meirelles, C. A. B., Pinto-Porto, C., Moreira, T., & Hoffmann, L. M. A. (2008). Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciência & Saúde Coletiva, 13(Suppl. 2), 2133–2144.
Montes, M. A. A., & Souza, C. T. V. (2008). Atuação de alunos universitários em espaço não formal de ensino: estratégia motivadora e integradora para o desenvolvimento de atividades práticas e assistenciais. Alexandria: Revista de Educação em Ciência e Tecnologia, 1(2):63–79.
Montes, M. A. A., & Souza, C. T. V. (2010). Estratégia de ensino-aprendizagem de anatomia humana para acadêmicos de medicina. Ciências & Cognição, 15 (3):002-012.
Patel, K., & Moxham, B. (2005) Attitudes of professional anatomists to curricular change. Clinical Anatomy, 19(2):132-141.
Pontinha, C. M., & Soeiro, C. (2014). A dissecação como ferramenta pedagógica no ensino da Anatomia em Portugal. Interface - Comunicação Saúde Educação, 18(48):165-75.
Preece, D., & Williams, S. B. (2013). “Let’s Get Physical”: advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy. Anatomical Sciences Education, 6(4):216–224.
Ruisoto, P., & Juanes, J. A. (2012). Experimental evidence for improved neuroimaging interpretation using three-dimensional graphic models. Anatomical Sciences Education, 5(3):132–137.
Salbego, C., & Oliveira, E. M. D. (2015). Percepções acadêmicas sobre o ensino e a aprendizagem em anatomia humana. Revista Brasileira Educação Médica, 39(1):23-31.
Serrat, M. A., & Dom, A. M. (2014). Independent learning modules enhance student performance and understanding of anatomy. Anatomical Sciences Education, 7(5) :406–416.
Severino, A. J. (2009). Pós-graduação e pesquisa: o processo de produção e de sistematização do conhecimento. Diálogo Educacional, 9(26): 13-27.
Silva A. V., & Aguiar Junior, O. (2010). O ser humano em sua dimensão biológica: metodologias ativas de ensino e de avaliação na graduação em saúde em um contexto interprofissional. PBL 2010 Congresso Internacional. São Paulo, Brasil.
Silva, R. A., & Silva, M. L. (2001). O ensino da anatomia através das artes cênicas. Arquivos da APADEC, 5(1):9–14.
Silva, K., & Santana, O (2012). Objetos de aprendizagem utilizados para o ensino da anatomia humana: uma revisão de literatura. Anais...São Luís: ABED.
Soares, M. H. F. B. (2008). Jogos e atividades lúdicas no ensino de química: teoria, métodos e aplicações. Guarapari, ES: Ex Libris.
Waters, J. R., & Meter, P. V. (2011). Human clay models versus cat dissection: how the similarity between the classroom and the exam affects student performance. Advances in Physiology Education, 35(2):227–236.
Wilcha, R-J. (2020). Effectiveness of virtual medical teaching during the COVID-19 crisis: systematic review. JMIR Medical Education, 6(2):e20963.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Diego Pires Rocha; Kleiton Giliarde Almeida da Silva; Iracema Hermes Pires de Mélo Montenegro; Paulo Adriano Schwingel
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
