The introduction of active learning methodologies in anatomy teaching to physical education course

Abstract

Introduction: introduction: Due to the constant evolution of technology and the easy access to information, it is prudent to pursue opportunities for new teaching-learning methodologies within the university. This study aimed to evaluate the results of the students' approval and achievement in a discipline of anatomy using active learning methodologies. Methods: anatomophysiology of Organic Systems classes from 2014, 2015, and 2016 have been analyzed to compare the final grades and the failure rate of the students after starting active learning methodologies. The students formed groups that received weekly sets of questions to be researched and discussed, according to the subjects presented in class. The weekly meetings were divided into four parts. In the first part, the groups would present for the class the assignments given to them in the previous week. In the second part, the teacher would lecture on a new subject, and then, in the third part, the students would be encouraged to pursue knowledge that is complementary to the subject discussed in this lecture, according to individual interest. Finally, new assignments were given to the groups. Results: the results showed that active learning methodologies decreased the failure rates by 15% and even increased the general averages of the students by 8%. Conclusion: the active learning methodologies approach can help in the learning process of human anatomy. However further studies and application by the teaching staff of higher education institutions are needed to validate the method.