O uso da tecnologia no ensino da anatomia humana: revisão sistemática da literatura de 2017 a 2020
DOI:
https://doi.org/10.11606/issn.2176-7262.v53i4p447-455Palavras-chave:
Anatomia, Educação Médica, Desenvolvimento TecnológicoResumo
A tecnologia destaca-se como agente de avanço, principalmente na área da saúde. O estudo da anatomia humana nos cursos de medicina permanece tradicionalista com palestras teóricas e dissecção de cadáveres, por isso, metodologias tecnológicas parecem auxiliar o ensino, tornando-o interativo. Assim, o objetivo do estudo é analisar as perspectivas do uso de tecnologias no ensino da anatomia humana para inseri-las na graduação em medicina. Realizou-se uma revisão sistemática da literatura abrangendo artigos publicados entre janeiro de 2017 a março de 2020 nas bases de dados eletrônicas PubMed e Science Direct. Elencaram-se três critérios de inclusão: estudos com estudantes de medicina ou direcionado aos estudantes de medicina, estudos com residentes de medicina e estudos que avaliam o uso do desenvolvimento tecnológico no ensino da anatomia humana; e três de exclusão: estudos com animais, estudos com estudantes de outros cursos da área da saúde e estudos envolvendo área ou técnica cirúrgica específica. Onze artigos foram lidos na íntegra. Como resultado smartphones, código de resposta rápida (QR), realidade virtual (VR), modalidades impressas tridimensionais (3DP), próteses em 3D e outras tecnologias beneficiaram os alunos no aprendizado anatômico, os quais relataram instrumento atraente, de fácil manejo e acessível mesmo distante do laboratório. Além disso, demonstrou-se maior interesse dos acadêmicos em associar métodos tradicionais com as novas tecnologias. As tecnologias se mostraram eficazes no ensino da anatomia humana, visto que a maior parte dos estudos comprovou seu potencial enriquecedor nas avaliações que atingiram resultados iguais e melhores do que o ensino com as práticas tradicionais.
Downloads
Referências
Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anatomical sciences education. 2010; 3(2), 83-93.
McLachlan JC, Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers. Medical education. 2004; 38(4), 418-424.
Older J. Anatomy: a must for teaching the next generation. The Surgeon. 2004; 2(2), 79-90.
Drake RL, McBride JM, Lachman N, Pawlina W. Medical education in the anatomical sciences: The winds of change continue to blow. Anatomical sciences education. 2009; 2(6), 253-9.
Turney BW. Anatomy in a modern medical curriculum. The Annals of The Royal College of Surgeons of England. 2007; 89(2), 104-7.
AbouHashem Y, Dayal M, Savanah S, Štrkalj G. The application of 3D printing in anatomy education. Medical education online. 2015; 20(1), 29847.
Isaacson D, Green C, Topp K, O'Sullivan P, Kim E. Guided laparoscopic video tutorials for medical student instruction in abdominal anatomy. MedEdPORTAL: the journal of teaching and learning resources. 2017; 13. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6342516/.
Gavali, MY, Khismatrao, DS, Gavali, YV, Patil, KB. Smartphone, the new learning aid amongst medical students. Journal of clinical and diagnostic research: JCDR. 2017; 11(5), JC05.
Izard SG, Méndez JAJ, Palomera PR. Virtual reality educational tool for human anatomy. Journal of medical systems. 2017; 41(5), 76.
Mogali SR, Yeong WY, Tan HKJ, Tan GJS, Abrahams PH, Zary N, Ferenczi, MA. Evaluation by medical students of the educational value of multi‐material and multi‐colored three‐dimensional printed models of the upper limb for anatomical education. Anatomical sciences education. 2018; 11(1), 54-64.
Mitrousias V, Varitimidis SE, Hantes ME, Malizos KN, Arvanitis DL, Zibis AH. Anatomy learning from prosected cadaveric specimens versus three-dimensional software: A comparative study of upper limb anatomy. Annals of Anatomy-Anatomischer Anzeiger. 2018; 218, 156-164.
Peeler J, Bergen H, Bulow A. Musculoskeletal anatomy education: Evaluating the influence of different teaching and learning activities on medical students perception and academic performance. Annals of Anatomy-Anatomischer Anzeiger. 2018; 219, 44-50.
Mogali SR, Vallabhajosyula R, Hon Ng C, Lim D, Ang ET, Abrahams P. Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology. Anatomical sciences education. 2019; 12(6), 664-672.
Ellington DR, Shum PC, Dennis EA, Willis HL, Szychowski JM, Richter HE. Female pelvic floor immersive simulation: a randomized trial to test the effectiveness of a virtual reality anatomic model on resident knowledge of female pelvic anatomy. Journal of minimally invasive gynecology. 2019; 26(5), 897-901.
Lo S, Abaker ASS, Quondamatteo F, Clancy J, Rea P, Marriott M, et al. Use of a virtual 3D anterolateral thigh model in medical education: Augmentation and not replacement of traditional teaching? Journal of Plastic, Reconstructive & Aesthetic Surgery. 2020; 73(2), 269-275.
Zinchenko YP, Khoroshikh PP, Sergievich AA, Smirnov AS, Tumyalis AV, Kovalev, A I et al. Virtual reality is more efficient in learning human heart anatomy especially for subjects with low baseline knowledge. New Ideas in Psychology. 2020; 59, 100786.
Rengier F, Mehndiratta A, Von Tengg-Kobligk H, Zechmann CM, Unterhinninghofen R, Kauczor HU, et al. 3D printing based on imaging data: review of medical applications. International journal of computer assisted radiology and surgery. 2010; 5(4), 335-341.
Christ A, Kainz W, Hahn EG, Honegger K, Zefferer M, Neufeld E, et al. The Virtual Family—development of surface-based anatomical models of two adults and two children for dosimetric simulations. Physics in Medicine & Biology. 2009; 55(2), N23.
Spitzer VM, Whitlock DG. The Visible Human Dataset: the anatomical platform for human simulation. The Anatomical Record: An Official Publication of the American Association of Anatomists. 1998; 253(2), 49-57.
Rosa BR, Correia MM, Zidde DH, Thuler LCS, Brito APCBD, Biolchini JCDA. Aprendizado da Anatomia Hepatobiliar pela Mesa Anatômica Virtual 3D. Revista Brasileira de Educação Médica. 2019; 43(1), 615-622.
Guimarães B, Firmino‐Machado J, Tsisar S, Viana B, Pinto‐Sousa M, Vieira‐Marques P, et al. The role of anatomy computer‐assisted learning on spatial abilities of medical students. Anatomical sciences education. 2019; 12(2), 138-153.
Vázquez R, Riesco JM, Juanes JA, Blanco E, Rubio M, Carretero J. Educational strategies applied to the teaching of anatomy. The evolution of resources. European Journal of Anatomy. 2007; 11(S1), 31-43.
Moro C, Štromberga Z, Raikos A, Stirling A. The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anatomical sciences education. 2017; 10(6), 549-559.
Aziz MA, Mckenzie JC, Wilson JS, Cowie RJ, Ayeni SA, Dunn BK. The human cadaver in the age of biomedical informatics. The Anatomical Record: An Official Publication of the American Association of Anatomists. 2002; 269(1), 20-32.
Costa GBFD, Lins CCDSA. O cadáver no ensino da anatomia humana: uma visão metodológica e bioética. Revista Brasileira de Educação Médica. 2012; 36(3), 369-373.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2020 Tália Cássia Boff, Alexandre Bachietti Scaramussa, Manuela Christianetti, Renata Calciolari Rossi, Débora Tavares de Resende e Silva
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
