REMOTE TEACHING IN DIGESTIVE SYSTEM ANATOMY CLASSES

• DOI: https://doi.org/10.22533/at.ed.5584352421117

• Palavras-chave: Human Anatomy, Digestive System Anatomy, Active Teaching, Teaching-learning process, synchronous online classes

• Keywords: Human Anatomy, Digestive System Anatomy, Active Teaching, Teaching-learning process, synchronous online classes

• Abstract:

  The Digestive System I (6700004) course is integrated with anatomy, cell biology, and physiology and is offered to students at the University of São Paulo School of Medicine (FMUSP). In 2021, due to the Covid-19 pandemic, the Digestive System I course was taught remotely. Classes on the anatomy of the digestive system were taught synchronously for Groups A and B. The synchronous classes wereThe Digestive System I course (6700004) is integrated with anatomy, cell biology and physiology and is offered to students at the Faculty of Medicine of the University of São Paulo (FMUSP). In 2021, due to the Covid-19 pandemic, Digestive System I was taught remotely. The digestive system anatomy classes were taught synchronously to Classes A and B. The synchronous classes were recorded and made available on the Google Classroom Platform and MedUSP Digital/FMUSP.  Strategies such as the "Minute of Reflection", the "Anatomical Challenge", the presentation of videos and photos of the anatomy of the digestive system and exercises to fix the anatomical content were created to aid the teaching-learning process.  The "Minute of Reflection" took approximately 20 minutes, the lesson was interrupted and the students revisited the subject taught up to that point for one minute, after which a period was opened for the students to ask questions about their doubts, which were answered. The "Anatomical Challenge" consisted of using Mentimeter. So that the students wouldn't lose touch with the practical anatomy lessons, the slides showed photos of anatomical parts and videos of practical anatomy lessons on the digestive system. After the lesson, in order to fix the anatomy concepts, students were given a Google Form with pictures of anatomical parts to answer. It can be concluded that the use of various resources during synchronous classes may have contributed to learning satisfaction and retention of the concepts of anatomy of the digestive system. recorded and made available on the Google Classroom and MedUSP Digital/FMUSP platforms. Strategies such as “Reflection Minute,” “Anatomical Challenge,” presentation of videos and photos of digestive system anatomy, and exercises to reinforce anatomical content were created to assist in the teaching-learning process. The “Reflection Minute” lasted approximately 20 minutes. The class was interrupted and students revisited the material taught up to that point for one minute. After that, a period was opened for students to ask questions about their doubts, which were then answered. The “Anatomical Challenge” consisted of the use of Mentimeter. To ensure that students did not lose touch with the practical anatomy classes, the slides showed photos of anatomical parts and videos of practical classes on the anatomy of the digestive system were shown. After the class, to reinforce the anatomy concepts, a Google Form was created with photos of the anatomical parts for students to answer. It was concluded that the use of several resources during the synchronous classes may have contributed to the satisfaction of learning and retention of the concepts of the anatomy of the digestive system.