Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts / Bioquímica e Função Renal: Utilizações de Sequências Didáticas com Enfoque Investigativo para Reaproximação de Conceitos Específicos

ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP - Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students' conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student's reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

RESUMO As propostas de ensino atuais envolvem estratégias de ensino que auxiliam e incentivam a construção do conhecimento, fazendo com que o aluno seja um participante ativo do processo de aprendizagem, e têm sido alvo de diversas pesquisas. Este artigo relata, aula a aula, uma sequência didática realizada com alunos em fase inicial de formação, aplicada à primeira turma do curso de Ciências Médicas da USP - Bauru, que propõe em seu projeto pedagógico o Aprendizado Baseado em Problemas (PBL) como principal estratégia de ensino. Nesta sequência didática, utilizamos atividades experimentais investigativas. A característica principal de uma sequência didática que inclui atividades investigativas é seu processo evolutivo gradual, com o objetivo de entrelaçar a perspectiva científica e as concepções dos estudantes por meio de atividades de ensino-aprendizagem bem planejadas, contextualizadas e empiricamente adaptadas ao raciocínio do aluno. O objetivo deste trabalho é compartilhar uma vivência assertiva da aplicação de uma sequência didática de caráter investigativo contextualizada, que envolveu conceitos que foram desde as propriedades químicas mais simples das biomoléculas/íons até a associação e discussão de um caso clínico hipotético envolvendo proteinúria. Essa fisiopatologia consiste na excreção de proteína na urina, principalmente albumina, e ocorre quando há algum dano nos rins. Sendo assim, a dosagem da fração proteica na urina (albuminúria) é utilizada principalmente para detecção precoce de doença renal crônica e pode ser também um instrumento para o diagnóstico de doenças cardiovasculares. Portanto, deve-se estar atento aos possíveis elementos interferentes e às variadas causas de erros inerentes a esse exame. Desta maneira, por meio de um recurso didático que envolve atividades experimentais investigativas contextualizadas, tendo como questão problematizadora um caso de proteinúria, pudemos nos reaproximar de conceitos específicos e valorizar os saberes procedimentais e atitudinais, o que é importante para os alunos nesta fase de formação. Nesta proposta, os alunos foram protagonistas do processo de aprendizagem, no qual puderam levantar e testar suas hipóteses, interligando conhecimentos e adquirindo habilidades e competências específicas, o que possibilitou uma reflexão sobre a importância dos fundamentos e aplicações das ciências básicas. O propósito das sequências didáticas investigativas e contextualizadas é formar sujeitos autônomos, que saibam tomar decisões e trabalhar emequipe, seguros e críticos, compreendendo como os saberes científicos evoluem e estão relacionados.

Participation and role of graduate assistant on teaching reform of "inquiry-based small class" in medical courses / 中华医学教育探索杂志

West China School of Medicine employs graduates as teaching assistants to help teachers implement the mode of "inquiry-based small class" in medical courses.Under the guidance of course directors and teachers,graduate assistants help the "lecture group discussion" and the implementation of process evaluation.Meanwhile,they enrich the useful teaching resource on the course web sites and help to develop the students' self-study ability.Graduate assistants build a more harmonious teacher-student relationship and effectively enhance teaching quality and efficiency of inquiry-small course.

Inquiry-based Teaching in the Nursing Ethics Teaching Reform / 中国医学伦理学

Objective:To probe the implement of inquiry -based teaching in nursing ethics. Method:105 nursing students attended the innovation of inquiry-based teaching for Nursing Ethics. Results:88. 5% nursing students satisfied with innovation of teaching;82 . 9% nursing studentsethics awareness was enhanced largely in understanding for nursing ethics;68 . 6% nursing students considered that their ability for ethical thinking has been enhanced largely;93 . 3% nurs-ing students thought that nursing ethics was important. Different inquiry methods for nursing students led to different level of analysis ability for ethic cases(P﹤0. 001). Conclusions:It's necessary to perform the innovation of inquiry-based teaching, promoting the student's activity, focus on learning process and enhancing the students comprehensive ability.