Percepção de aprendizagem da anatomia humana em alunos de pós Graduação lato sensu em morfologia

Abstract

Introduction: Human anatomy, one of the fundamental pillars of health education, provides the conceptual basis for safe and effective clinical practice. With the advent of the 2014 National Curriculum Guidelines in Brazil, anatomical teaching underwent methodological reforms, requiring more active and integrated approaches. In this context, Lato Sensu postgraduate programs in Morphology have emerged as alternatives for technical deepening and teaching qualification, although many graduates enter teaching without formal pedagogical training. Therefore, it is relevant to investigate how students in these programs perceive their anatomical training. Objective: To assess the perceptions of students in the Lato Sensu Postgraduate Program in Morphology at the Federal University of Paraíba (UFPB) regarding their learning in human anatomy, considering the competencies and skills developed throughout the course. Method: This is a descriptive-exploratory study with a quantitative approach. Data collection was carried out through a structured questionnaire on Google Forms®, answered by graduates of the first Morphology Specialization Course at UFPB. The analysis was performed using descriptive statistics, applying frequencies and percentages. Results: Most participants were female (58.8%), with a mean age of 31.47 years. Their undergraduate backgrounds were mainly in Dentistry (41.1%) and Physiotherapy (35.2%). Although 88.2% held other specializations, only 11.7% had previously sought specific training in anatomy. The main motivations for enrolling were interest in the field (88.2%) and professional necessity (41.1%). The curriculum structure, class quality, and coherence of assessments were rated as good or excellent. The most effective learning method was reported to be practical classes (70.5%). All participants reported improved practical skills and a significant increase in anatomical knowledge (from a mean of 5.9 to 8.2; p = 0.0007). There was broad overall satisfaction with the course, despite some reported difficulties such as intense workload and the need for infrastructure improvements. Conclusion: The study highlights the positive impact of the Morphology specialization on the consolidation of anatomical knowledge and professional qualification, particularly in the field of teaching. The data indicate strong appreciation for laboratory practices and demonstrate significant changes in the professional profiles of graduates. Despite the positive outcomes, relevant challenges were identified, such as the need for increased practical workload and improved infrastructure. The implementation of continuous evaluations is essential to ensure the quality and effectiveness of morphological science education at the postgraduate level.