Uso da gamificação e da aprendizagem baseada em casos no ensino de fisiologia endócrina em cursos de medicina veterinária

Abstract

Endocrine physiology is considered a complex and difficult subject to be understood by students in the major area of Life Sciences. In this context, the application of more interactive methods has emerged as tools capable of improving learning and academic performance. Among the various existing methods, gamification, and case-based learning (Case-based learning) are active methodologies widely used due to their potential for motivation and greater proximity to the reality of the modern student. Thus, the objective of this study was to evaluate the supplementary didactic effectiveness of gamification and case-based learning in students of undergraduate courses in veterinary medicine. Students from two private educational institutions, enrolled in the discipline of veterinary physiology, participated. Initially, the volunteers were submitted to a pre-test questionnaire with ten questions about endocrine physiology to determine the level of previous knowledge. Subsequently, students were divided into three groups matched by performance in the pre-test (according to the number of correct answers): 1) traditional class + tutoring, 2) traditional class + gamification and 3) traditional class + case-based learning. After carrying out the activities inherent to each group, the students' performance was again evaluated using a questionnaire containing the same pre-test questions randomly distributed among ten additional questions. The students' perception and satisfaction about the methodologies employed as well as the learning strategies used were recorded using validated questionnaires. Anxiety assessment was performed by applying the State-Trait Anxiety Inventory (STAI) in three moments, before and after the traditional endocrine physiology class and after using the active methodologies. It was observed that the number of correct answers before the didactic activities did not differ between groups due to induced pairing (p>0.05). After the expository class and conducting the supplementary methodologies, it was observed that only the gamification group showed an increase in the number of correct answers in relation to the baseline (p<0.05), but without significant difference in relation to the other modalities at the same time. Regarding the assessment of anxiety, there was no difference between groups considering both trait and state anxiety, regardless of the moment evaluated or the teaching methodology applied (p>0.05). Gamification promoted a greater perception of stimulus to self-study and problem-solving ability, as well as contributed to the development of communication skills compared to the group submitted to the case study (p<0.05). In conclusion, gamification showed better results compared to monitoring and case studies in the evaluated sample, as a supplementary tool in teaching endocrine physiology in veterinary medicine courses.