Active Methodologies in Teaching Human Anatomy: An Integrative Review

Human anatomy is one of the fundamental disciplines for the training of health professionals, especially in the medical field. Its didactic origin is based on the European school where the body was dissected in amphitheaters and anatomical knowledge was transmitted from the teacher to his students. With the restructuring of medical curricula, and the use of active methodologies, seeking to make the student the center of the learning process, anatomy started to be taught in another way. This study carries out an integrative review in the Scielo, Science Direct and Google Scholar databases, from 2015 to 2020, about the active methodologies used in the teaching of human anatomy for the medical course. The PICo strategy was used to form the guiding question and the results were presented through the Prisma Flow diagram. It was found that there are a number of tools and strategies that can be used aiming at the active teaching of human anatomy, however, a common point observed in most works is the approach of joint use with cadavers and anatomical parts, thus seeking to stimulate the development of the skills and competences of medical students

ACESSO AOS RECURSOS TECNOLÓGICOS POR PROFESSORES NA PANDEMIA DA COVID-19: UMA REVISÃO INTEGRATIVA DE LITERATURA

A partir de uma revisão integrativa da literatura, esta pesquisa propõe analisar produções científicas que evidenciem a utilização dos recursos tecnológicos pelos professores, durante a pandemia da COVID-19. A busca em base de dados compreendeu o período de janeiro a dezembro de 2020. Os termos inseridos foram: “Professor AND redes sociais AND COVID-19”. Os principais resultados mostraram que o uso dos recursos tecnológicos melhoram a compreensão conceitual do aluno, aprimora a interação entre aluno/professor, apresenta soluções colaborativas rápidas, facilita o processo de ensino-aprendizagem; por outro lado, requer do professor habilidades técnicas para utilização dos recursos digitais, mas não houve tempo hábil para capacitação; assim, os professores apresentaram adoecimento psíquico, sendo o apoio social um recurso de enfrentamento possível ao professor.info:eu-repo/semantics/publishedVersio

Sistema de retroalimentación inteligente basado en conocimiento común para la enseñanza virtual tutorizada

Introducción: Los sistemas de respuesta de la audiencia (SRA) son una tecnología que permite a un grupo de estudiantes responder de forma electrónica a un cuestionario. Este recurso permite: (1) promover el aprendizaje activo; (2) mejorar la motivación; (3) crear un entorno para estudiantes tímidos; (4) controlar la asistencia a clase; (5) aumentar la colaboración entre docente y estudiante e incluso entre los propios estudiantes; y (6) realizar evaluaciones a los estudiantes. Los SRA han incorporado en los últimos años la gamificación para crear una experiencia más emocionante y entretenida para los asistentes. Una de las aplicaciones de la inteligencia artificial en la educación consiste en el uso de redes neuronales o sistemas de clustering para incorporar técnicas de diagnóstico cognitivo. Estos sistemas se entrenan utilizando respuestas a cuestionarios que contienen preguntas tipo test, con el objetivo de agrupar el conocimiento en función de estas respuestas. El docente proporciona retroalimentación en forma de texto o imágenes para cada grupo de conocimiento formado. En sucesivas pruebas utilizando el cuestionario, el sistema clasifica a los estudiantes en uno de los grupos de conocimiento cada vez que responden a las preguntas, brindándoles retroalimentación personalizada e instantánea asociada a ese grupo específico de conocimiento. Hipótesis: La hipótesis de esta tesis es “si se emplearan procesos de autoevaluación con aprendizaje centrado en el discente junto con herramientas de aprendizaje gamificadas e inteligentes que apoyaran estos procesos, entonces se alcanzarían mejoras en el rendimiento académico de los estudiantes”. Objetivos: El objetivo de esta tesis doctoral es definir procesos de autoevaluación con aprendizaje centrado en el discente junto con herramientas de autoevaluación gamificada, personalizada e inteligente y su validación en el contexto del Espacio Europeo de Educación Superior. El objetivo principal marcado se desglosa en los siguientes objetivos específicos: 1. Identificar y estudiar las técnicas alternativas de gamificación empleadas en la enseñanza, tanto presencial como virtual. 2. Estudiar la literatura existente sobre SRA y sistemas de tutorización inteligente basados en grupos de conocimiento. 3. Definir procesos de autoevaluación centrados en el discente y apoyados en sistemas de autoevaluación gamificados e inteligentes. 4. Proporcionar aplicaciones de autoevaluación gamificada e inteligente para la enseñanza virtual tutorizada. 5. Evaluar los procesos de autoevaluación y las aplicaciones anteriores construidas mediante validación empírica planteando experimentos en un entorno de enseñanza universitaria, para contrastar la eficacia formativa de la propuesta. Metodología: Se empleó un estudio bibliométrico y se revisó el estado del problema siguiendo protocolos de revisiones sistemáticas de la literatura que permiten hacer reproducible el estudio. Además, para las tareas de investigación se utilizó un método integrado de Investigación-Acción, una metodología que aporta rigor y un enfoque sistemático, incluyendo ciclos de investigación y ciclos de resolución de problemas. Esta metodología implica un ciclo continuo de reflexión, acción y evaluación, con el objetivo de generar conocimiento práctico y lograr mejoras concretas en una determinada situación o contexto. Para formalizar los resultados de los experimentos se hizo uso de análisis estadísticos. Conclusiones: Esta tesis doctoral mostró evidencias de que el uso del SRA gamificado y los sistemas de retroalimentación basado en diagnóstico cognitivo, guiados por un adecuado proceso de autoevaluación, mejoran el rendimiento académico de los estudiantes, aunque los resultados podrían no ser extrapolables a todas las disciplinas. La incorporación de elementos de gamificación a los SRA tiene un impacto de diferente alcance en el aprendizaje del estudiante, según el elemento de gamificación utilizado. Los elementos de gamificación que suponen un refuerzo positivo para los estudiantes como son las insignias, producen mayores alteraciones del ritmo cardiaco que aquellos que son neutros como el ranking. El tipo de retroalimentación en los sistemas de tutorización inteligente basados en grupos de conocimiento es crucial para potenciar su eficacia en el aprendizaje de los estudiantes. Los educadores deben considerar el contexto de aplicación, analizar las ventajas y desventajas de los SRA gamificados y los sistemas de retroalimentación inteligente en el diseño curricular, adoptar un enfoque reflexivo y considerar los objetivos generales de aprendizaje y los tipos de estudiantes.Introduction: Audience Response Systems (ARS) is a technology that allows a group of students to respond electronically to a questionnaire. This resource makes it possible to: (1) promote active learning; (2) improve motivation; (3) create an environment for shy students; (4) monitor class attendance; (5) increase collaboration between teacher and student and even among students themselves; and (6) conduct student evaluations. ARS has in recent years incorporated gamification to create a more exciting and entertaining experience for attendees. One of the applications of artificial intelligence in education is the use of neural networks or clustering systems to incorporate cognitive diagnosis techniques. These systems are trained using answers to questionnaires containing multiple-choice questions, with the aim of clustering knowledge based on these answers. The teacher provides feedback in the form of text or images for each knowledge cluster formed. In subsequent tests using the questionnaire, the system classifies students into one of the knowledge groups each time they answer the questions, providing them with personalised and instantaneous feedback associated with that specific knowledge group. Hypothesis: The hypothesis of this thesis is "if self-assessment processes with learner-centred learning were used in conjunction with gamified and intelligent learning tools to support these processes, then improvements in students' academic performance would be achieved". Objectives: The aim of this doctoral thesis is to define self-assessment processes with learner-centred learning together with gamified, personalised and intelligent self-assessment tools and their validation in the context of the European Higher Education Area. The main objective is divided into the following specific objectives: 1. Identify and study the alternative gamification techniques used in teaching, both face-to-face and virtual. 2. To study the existing literature on ARS and intelligent tutoring systems based on knowledge groups. 3. To define learner-centred self-assessment processes supported by gamified and intelligent self-assessment systems. 4. To provide gamified and intelligent self-assessment applications for tutored e-learning. 5. To evaluate the self-assessment processes and the previous applications built by means of empirical validation through experiments in a university teaching environment, in order to contrast the training effectiveness of the proposal. Methodology: A bibliometric study was used, and the state of the problem was reviewed following systematic literature review protocols that allow the study to be reproducible. In addition, an integrated Action Research method was used for the research tasks, a methodology that provides rigour and a systematic approach, including research cycles and problem-solving cycles. This methodology involves a continuous cycle of reflection, action and evaluation, with the aim of generating practical knowledge and achieving concrete improvements in a given situation or context. Statistical analysis was used to formalise the results of the experiments. Conclusions: This doctoral thesis showed evidence that the use of gamified ARS and cognitive diagnostic-based feedback systems, guided by an adequate self-assessment process, improve students' academic performance, although the results might not be extrapolable to all disciplines. Incorporating gamification elements into ARS has a different impact on student learning depending on the gamification element used. Gamification elements that provide positive reinforcement for students, such as badges, produce greater alterations in heart rate than those that are neutral, such as ranking. The type of feedback in intelligent tutoring systems based on knowledge groups is crucial to enhance their effectiveness in student learning. Educators should consider the context of application, analyse the advantages and disadvantages of gamified ARS and intelligent feedback systems in curriculum design, adopt a reflective approach and consider the overall learning objectives and types of learners

The evaluation of i-SIDRA – a tool for intelligent feedback – in a course on the anatomy of the locomotor system

Objective This paper presents an empirical study of a formative mobile-based assessment approach that can be used to provide students with intelligent diagnostic feedback to test its educational effectiveness. Method An audience response system called SIDRA was integrated with a neural network-based data analysis to generate diagnostic feedback for guided learning. A total of 200 medical students enrolled in a General and Descriptive Anatomy of the Locomotor System course were taught using two different methods. Ninety students in the experimental group used intelligent SIDRA (i-SIDRA), whereas 110 students in the control group received the same training but without employing i-SIDRA. Results In the students' final exam grades, a statistically significant difference was found between those students that used i-SIDRA as opposed to a traditional teaching methodology (T(162) = 2.597; p = 0.010). The increase in the number of correct answers during the feedback guided learning process from the first submission to the last submission in four multiple choice question tests was also analyzed. There were average increases of 20.00% (Test1), 11.34% (Test2), 8.88% (Test3) and 13.43% (Test4) in the number of correct answers. In a questionnaire rated on a five-point Likert-type scale, the students expressed satisfaction with the content (M = 4.2) and feedback (M = 3.5) provided by i-SIDRA and the methodology (M = 4.2) used to learn anatomy. Conclusions The use of audience response systems enriched with feedback such as i-SIDRA improves medical degree students' performance as regards anatomy of the locomotor system. The knowledge state diagrams representing students' behavior allow instructors to study their progress so as to identify what they still need to learn