Department of Morphology and Pathology, Center for Medical and Biological Sciences, Pontifical Catholic University of São Paulo, P.O. Box: 1570, Sorocaba, SP 18030-095, Brazil.
Ann Anat. 2010 Dec 20;192(6):388-95. doi: 10.1016/j.aanat.2010.05.005. Epub 2010 Jun 11.
Human embryology requires students to understand the simultaneous changes in embryos, but students find it difficult to grasp the concepts presented and to visualise the related processes in three dimensions. The aims of this study have been to develop and evaluate new educational materials and a teaching methodology based on multimedia approaches to improve the comprehension of human development. The materials developed at the State University of Campinas include clinical histories, movies, animations, and ultrasound, as well as autopsy images from embryos and foetuses. The series of embryology lectures were divided into two parts. The first part of the series addressed the development of the body's structures, while in the second part, clinical history and the corresponding materials were shown to the students, who were encouraged to discuss the malformations. The teaching materials were made available on software used by the students in classes. At the end of the discipline, the material and methodology were evaluated with an attitudinal instrument, interviews, and knowledge examination. The response rate to the attitudinal instrument was 95.35%, and the response rate to the interview was 46%. The students approved of the materials and the teaching methodology (reliability of the attitudinal instrument was 0.9057). The exams showed that most students scored above 6.0. A multimedia approach proved useful for solving an important problem associated with teaching methods in many medical institutions: the lack of integration between basic sciences and clinical disciplines.
人体胚胎学要求学生理解胚胎的同时变化，但学生发现很难掌握所呈现的概念，并在三维空间中想象相关过程。本研究的目的是开发和评估新的教育材料和教学方法，基于多媒体方法，以提高对人类发展的理解。坎皮纳斯州立大学开发的材料包括临床病史、电影、动画和超声，以及胚胎和胎儿的尸检图像。胚胎学讲座系列分为两部分。第一部分涉及身体结构的发育，而在第二部分，向学生展示临床病史和相应的材料，并鼓励他们讨论畸形。教学材料可在学生课堂上使用的软件上获取。在学科结束时，使用态度量表、访谈和知识考试对材料和方法进行了评估。对态度量表的回复率为 95.35%，对访谈的回复率为 46%。学生对材料和教学方法表示认可（态度量表的可靠性为 0.9057）。考试表明，大多数学生的得分高于 6.0。多媒体方法证明有助于解决许多医疗机构教学方法中存在的一个重要问题：基础科学与临床学科之间缺乏整合。
