Estratégias de ensino em embriologia humana: revisão integrativa

Abstract

Human Embryology is part of the Morphological Sciences and is essential for the training of health professionals. However, teaching embryology has some obstacles, such as the difficulty in spatial visualization of structures, nomenclatures that change greatly throughout the stages, and understanding of complex embryological processes. Therefore, this work aims to carry out an integrative review of teaching strategies applied to human embryology, seeking to analyze the most used methodologies and their impact on the learning process. Articles from 2014 to 2024, in Portuguese or English, available in 4 different databases that address the application and effectiveness of teaching strategies were included. The controlled MeSH/DeSC descriptors were used: (teaching) AND (embryology), and for restrictive combination of descriptors, the Boolean operator “AND” was used. Based on the criteria, 14 articles were selected for analysis. These applied various teaching strategies in the area of embryology, such as: group or pair activities, teaching models, videos, case studies, digital platforms, among others. In addition to the association of some methodologies, since the learning style differs among students. Thus, it was noted that strategies with active learning seeking student protagonism and with collaborative and investigative approaches were more concrete in continuous learning. Another relevant point refers to the positive impact of the presence of the teacher monitoring the activities developed by the student, and their immediate feedback. Therefore, it was found that the diversification of pedagogical approaches and strategies is essential to overcome the difficulties encountered in teaching embryology, facilitating the visualization of dynamic processes and improving the assimilation of content.