Integration of basic sciences in health's courses

Integration of basic sciences in health's courses

Author Azzalis, Ligia Ajaime Autor UNIFESP Google Scholar
Giavarotti, L. Google Scholar
Sato, S. N. Google Scholar
Barros, Nilama Meza Tenório de Autor UNIFESP Google Scholar
Junqueira, Virginia Berlanga Campos Autor UNIFESP Google Scholar
Fonseca, Fernando Luiz Affonso Autor UNIFESP Google Scholar
Institution Universidade Federal de São Paulo (UNIFESP)
Laureate Int Univ
Fac Med ABC
Abstract Concepts from disciplines such as Biochemistry, Genetics, Cellular and Molecular Biology are essential to the understanding and treatment of an elevated number of illnesses, but often they are studied separately, with no integration between them. This article proposes a model for basic sciences integration based on problem-based learning (PBL) and compares failure rate, global final grade, approved student final grade, grade distribution and students' satisfaction with teacher conduction between integrated curriculum and traditional learning in health courses from Anhembi Morumbi Universitya private institution from Brazil. Comparison between integrated and traditional curriculum was based on students' records obtained from first-year health sciences students. A total of 1,697 records from 2005 to 2007 (nonintegrated curriculum) and 785 records from 2008 (integrated curriculum) were selected for this study and they were necessary to get information about students' grades. Moreover, a questionnaire was applied in order to cover student's satisfaction with teacher conduction. the data presented in this study indicated that the integrated curriculum based on PBL was related to an improvement in student's grades and satisfaction compared with traditional teaching. We believe that the effectiveness in health education will be a combination of classical presentation of contents associated to actively involved students in the educational process and methodology based on problems in order to create the stimulus for the undergraduates continue to integrate basic and clinical investigation.
Keywords Active methodology
basic health sciences
health students
integrated curriculum
PBL
traditional curriculum
Language English
Date 2012-05-01
Published in Biochemistry and Molecular Biology Education. Hoboken: Wiley-Blackwell, v. 40, n. 3, p. 204-208, 2012.
ISSN 1470-8175 (Sherpa/Romeo, impact factor)
Publisher Wiley-Blackwell
Extent 204-208
Origin http://dx.doi.org/10.1002/bmb.20590
Access rights Open access Open Access
Type Article
Web of Science ID WOS:000304303000008
URI http://repositorio.unifesp.br/handle/11600/34809

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