O papel dos modelos impressos tridimensionais de peritônio e o ensino multimodal na educação médica

• Ano de defesa: 2021
• Autor(a) principal: Barreto, João Erivan Façanha
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Anatomia; Impressão Tridimensional; Educação Médica; Peritônio; Embriologia
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/64179

Introduction: the study of the anatomy of the human body must be understood in a systemic or topographic way, being one of the common foundations of health courses, helping to understand the subsequent disciplines. In the traditional teaching of this science, textbooks, atlases, cadavers and digital resources are used. However, obtaining cadavers and their derivatives has been a challenge for many medical schools, for financial, ethical, cultural and legal reasons. The use of different teaching methods has been shown to facilitate learning, such as three-dimensional (3D) printed models that represent high-quality educational tools. Colored models of the human peritoneum were reproduced by 3D printing technology. Objective: to evaluate the impact of 3D impressions on the teaching-learning process of the anatomy of the peritoneum. Methodology: a quasi-experimental study was carried out with 104 medical students. Sixteen 3D models of the embryology and anatomy of the peritoneum were printed. All students performed identical tests, before and after the interventions, when methodological teaching resources were used in four different groups: the cadaver, 3D models, video-class with animation and multimodal graphic resources. Results: there was a statistically significant difference after the educational interventions when comparing the group before and after the intervention (p<0.001), that is, the students learned with all the methodological resources used and retained their knowledge. A statistically significant difference was observed in relation to the number of correct answers in the post-test when comparing the cadaver group to the multimodal group (p<0.05), that is, the multimodal teaching proved to be more effective when compared to the cadaver group. Conclusion: We found that the methodologies are effective in retaining learning and that 3D printing combined with multimodal teaching can be an important tool in improving the teaching and learning process, requiring further studies addressing other systems for full implementation of this modality.