(632.19) Fishbowl As Pedagogical Innovation In Anatomy Teaching
Monday, April 4, 2022
10:15 AM – 12:15 PM
Location: Exhibit/Poster Hall A-B - Pennsylvania Convention Center
Poster Board Number: C33 Introduction: AAA has separate poster presentation times for odd and even posters. Odd poster #s – 10:15 am – 11:15 am Even poster #s – 11:15 am – 12:15 pm
Gilberto Santos Cerqueira (Departament Morphology, Federal University of Ceará), Renata Souza e Silva (Departament Morphology, Federal University of Ceará), José Mariedson da Silva Junior (Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Federal University of Ceará), Horst Naconecy de Souza (Clinical Medicine), Helder Pimenta Bindá (Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Federal University of Ceará), Ivan Nascimento da Silva (FITS), Cláudio Silva Teixeira (Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Federal University of Ceará), Domingos Antonio Clemente Maria Silvio Morano (Postgraduate Program in Morphofunctional Sciences, Faculty of Medicine, Federal University of Ceará)
Presenting Author Departament Morphology, Federal University of Ceará
The Fishbowl is an active teaching methodology whose group discussion format promotes dialogue and exchange of experience among session students and allows everyone to have an equal chance to express their opinions and views during class. So, we use this method to teach endocrine system anatomy to undergraduate students. However, there is little evidence of the use of this methodology to guide teachers on the best way to implement the Fishbowl in teaching anatomy. Based on these premises, the objective of this work was to report our experience based on the use of the Fishbowl technique in the teaching and learning process of the anatomy of the endocrine system. A quasi-experimental study with a quantitative approach was carried out with students from the discipline of anatomy of the endocrine system. The technique used was the open fishbowl in online mode. For data analysis, we used the relative frequency and the Mann Whitney test with the aid of the Graph Pad Prism version 7.0 program, with the data with a value of plt;0.05 being considered significant. It was observed that there was no statistically significant difference between the participants ages (pgt;0.05). In our studies, we found that Fishbowl was more effective for teaching undergraduate anatomy than traditional teaching (plt;0.05). The Fishbowl proved to be a satisfactory teaching technique for students when compared to the traditional class. We found that students who participated in the Fishbowl got statistically significantly more questions on the test when compared to students in traditional education (plt;0.05). It was found that the Fishbowl allowed the educational process to be carried out with greater interaction in a more playful way. In addition, students became protagonists in the teaching and learning process, participating more effectively in classes. Thus, the Fishbowl becomes another active tool in the process of teaching and learning anatomy.
