O impacto do desenvolvimento e integração de tecnologias e metodologia de ensino (kahoot!) no aprendizado estudantes de medicina na disciplina de histologia

• Ano de defesa: 2024
• Autor(a) principal: Silva, Renata Souza e
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Histologia; Ensino; Tecnologia; Histology; Teaching; Technology; CNPQ::CIENCIAS BIOLOGICAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/77639

Histology is part of the foundation for learning in all health courses, especially medicine courses. The interaction of this subject with different technologies has already shown excellent performance in improving the teaching and learning process for students. These technologies can be used individually or in association with active teaching methodologies. An example of this interaction is the use of the Kahoot application, which allows game-based learning and has already been proven effective in other studies. This work aimed to develop a systematic review on the use of technologies in histology teaching, as well as to develop, validate and apply a basic histology teaching platform called Histoatlas. From its application, evaluate its effectiveness in comparison with Kahoot when used as auxiliary methods to traditional teaching methodology. From the review carried out, it was possible to see that there is still little information about the development of new technologies to improve the histology teaching and learning processes. With this, the Histoatlas platform was developed, which went through a validation process. This platform was programmed using the Paython language and contained summaries, albums and questionnaires on the different topics of basic histology. The validation process was carried out by applying the “Suitability Assessment of Materials” questionnaire answered by professors from higher education institutions. As well as the questionnaire called System Usability Scale (SUS), answered by programmers. Both evaluations determined that the platform had a positive impact on the teaching process, as well as being easy to use. Subsequently, 3 medical classes were selected from the periods 2022.1, 2022.2 2 2023.1. The class of 2022.1 used Kahoot as an auxiliary method for traditional classes, being called the Kahoot Group (GK) (n = 52). The class of 2022.2 did not use any tools, being called Traditional Group (GT) (n = 48). The class of 2023.1 used Histoatlas, being called the Histoatlas Group (GH) (n = 51). All groups attended the same dialogued expository classes. During the duration of the discipline module (13 days long), GK carried out tests at the beginning of all classes, referring to the previous class. GH was encouraged to use the tool throughout the course. At the end of the semester, students answered a questionnaire and grades from theoretical and practical tests were collected. It was observed that GK performed better in the practical test when compared to the other groups. However, the means of students in all groups were similar. Go GH and GK students stated that these tools helped in their learning and that it had a direct impact on their performance in the subject. All groups stated that the development of new teaching methodologies can be 11 very relevant to improving the teaching and learning process of the subject. With this, it can be concluded that there is still a lot that can be developed when it comes to the use of technologies in teaching histology. Likewise, the technology developed, Histoatlas, was a tool considered suitable to assist in teaching histology. Furthermore, the tools used (Histoatlas and Kahoot!) do not directly influence a significant improvement in student performance, but they can participate in the process of dynamizing the discipline, making students feel more motivated to participate in their learning and want to participate more actively in the discipline.