Integration of basic sciences in health's courses

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dc.contributor.authorAzzalis, Ligia Ajaime [UNIFESP]
dc.contributor.authorGiavarotti, L.
dc.contributor.authorSato, S. N.
dc.contributor.authorBarros, Nilama Meza Tenório de [UNIFESP]
dc.contributor.authorJunqueira, Virginia Berlanga Campos [UNIFESP]
dc.contributor.authorFonseca, Fernando Luiz Affonso [UNIFESP]
dc.contributor.institutionUniversidade Federal de São Paulo (UNIFESP)
dc.contributor.institutionLaureate Int Univ
dc.contributor.institutionFac Med ABC
dc.date.accessioned2016-01-24T14:27:08Z
dc.date.available2016-01-24T14:27:08Z
dc.date.issued2012-05-01
dc.description.abstractConcepts 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.en
dc.description.affiliationUniversidade Federal de São Paulo, UNIFESP, Diadema, SP, Brazil
dc.description.affiliationLaureate Int Univ, Univ Anhembi Morumbi, São Paulo, Brazil
dc.description.affiliationFac Med ABC, Lab Anal Clin, Santo Andre, SP, Brazil
dc.description.affiliationUnifespUniversidade Federal de São Paulo, UNIFESP, Diadema, SP, Brazil
dc.description.sourceWeb of Science
dc.format.extent204-208
dc.identifierhttp://dx.doi.org/10.1002/bmb.20590
dc.identifier.citationBiochemistry and Molecular Biology Education. Hoboken: Wiley-Blackwell, v. 40, n. 3, p. 204-208, 2012.
dc.identifier.doi10.1002/bmb.20590
dc.identifier.issn1470-8175
dc.identifier.urihttp://repositorio.unifesp.br/handle/11600/34809
dc.identifier.wosWOS:000304303000008
dc.language.isoeng
dc.publisherWiley-Blackwell
dc.relation.ispartofBiochemistry and Molecular Biology Education
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licensehttp://olabout.wiley.com/WileyCDA/Section/id-406071.html
dc.subjectActive methodologyen
dc.subjectbasic health sciencesen
dc.subjecthealth studentsen
dc.subjectintegrated curriculumen
dc.subjectPBLen
dc.subjecttraditional curriculumen
dc.titleIntegration of basic sciences in health's coursesen
dc.typeinfo:eu-repo/semantics/article
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