SEEKING EXCELLENCE IN THE TEACHING/LEARNING BINOMY. ACADEMIC NECESSITIES AND VICISSITUDES IN HUMAN MORPHOLOGY
Authors: Barros Mirna Duarte , Liquidato Bianca Maria , Galdeano Denival Soares , Silva Vivian Alessandra , Mendes Carlos José Lazzarini 
Published: April 2020

Introduction

The concepts of Education applied in the healthcare professional training undergo a strong influence from society and the evolution of technical knowledge. At the Santa Casa de São Paulo School of Medical Sciences, the Bachelor’s Degree Courses in Medicine, Nursing, Speech Therapy and Technologists in Radiology and Biomedical Systems are organized according to the curriculum guidelines and the Education Ministry Resolutions. These do not present the terms ‘teaching”, “learn”, “learning” and “evaluation” in a homogenous manner.

An instrument in the student‐teacher partnership for the verification of vicissitudes, faults, analyzing the quantity and quality of what is understood and of what is understood by academics, the meaning of the impact of the terms teaching, learning and evaluation, presents relevant aspects in becoming a strong ally in the support of the path to knowledge.

Objectives

To qualitatively analyze the learning components in the acquisition of skills, attitudes and competencies by means of the interpretation of the necessities, difficulties and barriers in the learning of the Morphology Disciplines.

Method

The students in the disciplines of the Morphology Department in the Courses of Medicine, Nursing, Speech Therapy, Technologist in Radiology and in Biomedical Systems participated in the study. A Questionnaire was elaborated, presented and applied by means of an electronic form in two phases: initial and final thirds of the discipline. The students responded to the questions, referring to the degree of satisfaction: “fully”, “partially”, “rarely”, “never” and “do not know”, according to the Lickert Scale. The statistical analysis was performed using the software NVIVO, QSR International.

The questions were: 1st Phase, “What do you feel lacking in the learning process?”; Which are the difficulties in learning?”; “What improvements would you suggest, we want to know: open your heart.”, and; 2nd Phase: “We learn together: describe your trajectory, successes, difficulties and suggestions.”

Results

In Table
1, these are the terms with the greatest incidence in the 1st Phase.

In the 2nd phase, the terms most listed by the students are presented in Figure
1.

Discussion and Conclusion

The evaluation process in undergraduate education reflects the pedagogical choices made by professors, the circular guidelines and the teaching institution culture itself. In this manner, the institutional culture, quirks, tendencies, beliefs, obviousnesses and the defense, convenience and written‐in‐stone stances will support or not the necessities and vicissitudes of the student.

In our perception, the academic feels more secure in having the professor “material”, imagining that therein lies the crux of what he or she should know to obtain a favorable result in terms of grades, often limiting the active striving for learning on the student’s part.

The evaluations made throughout a course open the perspective of intervention by the teacher in the choice of new teaching tools, as well as by the student in his or her learning process.

The terms most listed by the students in the 2nd phase.

Figure 1

Opinions gathered by course.

Questions

MEDICINE

NURSING

SPEECH THERAPY

TECHNOLOGIST

lacking for learning

slides

time for studying

slides

less content

time for studying

dificulties in learning

slides

time for studying

slides

menosconteúdo

time for studying

booklets

suggest for improvement

slides

more practice

more time

slides

less content

“more time”