ABSTRACT
Recently, the curriculum and the educational methodologies associated with health sciences courses are being reviewed and adapted. Pre-clinical sciences, such as anatomy and embryology are as well subjected to those changes. In human embryology courses it is common to use models to represent the different phases of development to facilitate learning, since the students can see and touch the models, obtaining knowledge by analogies. The purpose of the present study was to investigate if the construction of models by the students during practical embryology classes would improve or facilitate their learning. One year after the classes, 60 students answered a questionnaire with nine objective questions, including spaces for suggestions and observations. The student's responses suggested that the construction of models contributed to their learning.
Recientemente, el plan de estudios y las metodologías educativas asociadas a los cursos de ciencias de la salud están siendo revisados y adaptados. Ciencias pre-clínicas tales como la Anatomía y la Embriología son también sometidas a cambios. En los cursos de Embriología Humana, es común el uso de modelos para representar las diferentes fases del desarrollo, y así facilitar el aprendizaje, ya que los estudiantes pueden ver y tocar los modelos, así se realiza la obtención de conocimientos por medio de analogías. El propósito del presente estudio fue investigar si la construcción de modelos por parte de los estudiantes, durante las clases prácticas de Embriología, mejora o facilita su aprendizaje. Después de un año, 60 estudiantes respondieron a un cuestionario con nueve preguntas objetivas, incluidos los espacios para sugerencias y observaciones. De acuerdo con las respuestas de los estudiantes, la construcción de modelos han contribuido a su aprendizaje.
Subject(s)
Female , Embryology/education , Embryology/methods , Models, Educational , Education, Medical/methods , Education, Nursing/methods , Learning , Students, Health Occupations , Students, NursingABSTRACT
This strict localizationism had and still has its importance for the development of Neurosciences, since the analysis of changes in mental processes resulting from brain damage became the basis for understanding the brain organization. The human parietal cortex is a highly differentiated structure, consisting of citoarchitectonically defined subareas that are connected to other cortical and subcortical areas. Patients with lesions in the parietal cortex develop various types of neuropsychological manifestations, depending on the specific location of the lesion and the corresponding hemisphere and these lesions in this lobe do not cause modal specific disturbances. The establishment of homologies between the parietal region in humans and primates can be of great contribution in trying to unravel the various functions and complexity of this area.
O localizacionismo estrito teve e ainda tem a sua importância para o desenvolvimento da Neurociência, uma vez que a análise de mudanças nos processos mentais resultantes de danos cerebrais se tornou a base para a compreensão da organização cerebral. O córtex parietal humano é uma estrutura altamente diferenciada, composta por subáreas histologicamente definidas que estão ligadas a outras áreas corticais e subcorticais. Pacientes com lesões no córtex parietal desenvolvem vários tipos de manifestações neuropsicológicas, dependendo do local específico da lesão e do hemisfério correspondente, mas estas lesões não causam perturbações modais específicas. O estabelecimento de homologias entre a região parietal em seres humanos e os primatas podem ser de grande contribuição na tentativa de desvendar as diversas funções e complexidade desta área.