Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses.

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.

Pedagogical training profile of basic health sciences faculty in biomedical and related fields at Brazilian public and private higher education institutions.

Historically, Brazilian higher education teachers' pedagogical training has not been a concern. Even today, a graduate degree is the main requirement to be a faculty member. However, a set of competencies is necessary to teach: pedagogical competency, political competency, and knowledge of specific content. Most graduate training covers only knowledge of specific content. Therefore, this work aimed to outline the profile of basic health sciences faculty members teaching in biomedical and related fields regarding their undergraduate and graduate training, as well as the initial and continued pedagogical training in Brazilian public and private higher education institutions (HEIs). An electronic questionnaire was sent to these professionals, and a total of 763 responses were analyzed (66.4% from public and 33.6% from private HEIs). Compared with private HEI faculty, faculty from public HEIs were more experienced in teaching, and more time had passed since they finished their graduate training. On the other hand, faculty from private HEIs had a more intense undergraduate teaching workload than faculty from public HEIs. Additionally, faculty from private HEIs attended more extensive and more frequent pedagogical training activities (PTAs). Both groups expressed that activities closely related to their classroom practice and recognition for good pedagogical performance were incentives for their participation in PTAs. In conclusion, differences between the faculty from public and private HEIs may be due to the characteristics of HEIs themselves. Hypothetically, private HEIs focus on teaching, which may explain why faculty from these institutions seek improvement in this area, whereas public HEIs focus on research.

Sweet taste of saccharin induces weight gain without increasing caloric intake, not related to insulin-resistance in Wistar rats.

In a previous study, we showed that saccharin can induce weight gain when compared with sucrose in Wistar rats despite similar total caloric intake. We now question whether it could be due to the sweet taste of saccharin per se. We also aimed to address if this weight gain is associated with insulin-resistance and to increases in gut peptides such as leptin and PYY in the fasting state. In a 14 week experiment, 16 male Wistar rats received either saccharin-sweetened yogurt or non-sweetened yogurt daily in addition to chow and water ad lib. We measured daily food intake and weight gain weekly. At the end of the experiment, we evaluated fasting leptin, glucose, insulin, PYY and determined insulin resistance through HOMA-IR. Cumulative weight gain and food intake were evaluated through linear mixed models. Results showed that saccharin induced greater weight gain when compared with non-sweetened control (p = 0.027) despite a similar total caloric intake. There were no differences in HOMA-IR, fasting leptin or PYY levels between groups. We conclude that saccharin sweet taste can induce mild weight gain in Wistar rats without increasing total caloric intake. This weight gain was not related with insulin-resistance nor changes in fasting leptin or PYY in Wistar rats.