Tecnologias da informação e comunicação no ensino-aprendizagem de anatomia humana

Abstract

To know how information and communication technologies can influence teaching-learning of Human Anatomy in the undergraduate Nursing course. Methods: Prospective research with descriptive design, quantitative analytical approach with correlation among variables. Data analysis was performed through questionnaires, outlining the stages of development and implementation of the virtual learning environment; developed in a higher education institution of large size in the interior of São Paulo state. The study population was selected by non-probabilistic sampling in sequence; that is, all students in the 2nd and 3rd grades of the Undergraduate Nursing course who enrolled in the research. The exclusion criteria were the students who did not want to participate in the research, or did not complete the tasks proposed in the study, or interrupted their participation in any of its stages. The answers were obtained through a combination of different assessment methods, with open and closed questions. The statistical analyses were performed using of the software SPSS Statistics (version 23) and tabulated in spreadsheets in Microsoft Excel™. Afterwards, descriptive statistical analysis was performed, using frequency calculations and other measures that were important at the time of the analysis. Results: Out of the 16 students participating in the research; 75% had already known the virtual learning environment and 56.25% knew the Google Classroom software, although they did not use it in their classes. Regarding the development, all stages of the ADDIE model were applied. In the evaluation questionnaires; 75% have thought that the objectives were accomplished and 75% reported that the exhibited contents were "within the expected" or "more than expected". Lastly, if the virtual learning environment is an important tool for teaching and learning Human Anatomy, we obtained 100% assertiveness. Conclusion: We have concluded that the development of knowledge can be increased by the association of teaching strategies that improve the student´s autonomy and criticality; the dialogical relationship and the enhancement of content. Advancements in scientific knowledge have occurred with the new technologies that can facilitate teaching- learning process, but there are still barriers that provide little practiced use in schools and universities, since we have been realizing a lack of training of teachers to handle the tool and also the interest in updating themselves in accomplishing better teaching process. As an involvement for the practice, this work has pointed out that the implementation of an online platform, used in higher education, is likely to awaken the interest of students in the subject studied. They will have flexibility in their schedules on developing the activities; the student will not be dependent on a classroom presence to carry out their study, and it will make it possible to improve the teaching-learning process in a more collaborative and effective way.