Behind Teaching-Learning Strategies in Physiology: Perceptions of Students and Teachers of Brazilian Medical Courses

Autor/inn/en	Nasre-Nasser, Raif Gregorio; de Oliveira, Gislaine Alves; Ribeiro, Maria Flavia Marques; Arbo, Bruno Dutra
Titel	Behind Teaching-Learning Strategies in Physiology: Perceptions of Students and Teachers of Brazilian Medical Courses
Quelle	In: Advances in Physiology Education, 46 (2022) 1, S.98-108 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nasre-Nasser, Raif Gregorio) ORCID (de Oliveira, Gislaine Alves) ORCID (Ribeiro, Maria Flavia Marques) ORCID (Arbo, Bruno Dutra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Physiology; Teaching Methods; Learning Processes; Problem Based Learning; Barriers; Student Attitudes; Teacher Attitudes; College Faculty; Medical Education; Case Studies; Lecture Method; Science Tests; Teacher Student Relationship; Teaching Skills; Study Habits; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Problem-based learning; Problemorientiertes Lernen; Schülerverhalten; Lehrerverhalten; Fakultät; Medizinische Ausbildung; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Study behavior; Study behaviour; Studienverhalten; Ausland; Brasilien
Abstract	The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profiles of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses of the teaching-learning strategies used in physiology at different Brazilian universities as well as the factors that influence or hinder the learning of this discipline. Questionnaires were analyzed from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies, and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, whereas the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. In addition, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as large amounts of information, little time for study outside the classroom, previous knowledge, and intrinsic difficulty of the discipline. Finally, students tended to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs, and difficulties of students and teachers plays an essential role in improving the teaching-learning process. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01