Bioengenharia

URI permanente para esta coleçãohttps://repositorioacademico.universidadebrasil.edu.br/handle/123456789/31

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    Instabrain®: Solução integrada de imagens médicas para o ensino superior
    (Universidade Brasil, 2024) ALONSO, Thabata Roberto; MAGALHÃES, Daniel Souza Ferreira
    Educational technological tools serve as support to substantiate the assimilation process inherent to the teaching-learning of students in the health area. In this sense, the present work aimed to develop an application for a mobile device in order to integrate knowledge of histology, anatomy and imaging with the theme of the central nervous system. The research is justified by the importance of effectively learning the basic contents of medical education in an integrated, virtual and expanded way. The study was separated into three distinct phases. The first phase corresponded to the selection of neuroanatomy, radiology and histology images following the sequence of anatomical planes in sagittal, axial and coronal sections. The second phase consisted of developing the Instabrain® application for smartphones and notebooks with integrated and interactive content linked to the study of the disciplines of anatomy, histology and radiology through the organization and ordering of selected images. The third phase of the study was carried out by applying a questionnaire validated through GoogleForms® to 20 medical students based on the adapted Instructional Materials Motivation Survey (Imms) and to 9 teachers with experience in digital education technologies in the context of the health sector. based on the Educational Content Validation Instrument (IVCE). An application was developed for Android mobile devices and notebooks with Windows 10 hardware with Java programming language on the UnityEngine® company's hot website. The project was approved under opinion no. 6,316,069 from the CEP of UniversidadeBrasil. Regarding the ease of controlling and operating the application in the group of students, 65% reported it was very easy to use the application. When asked whether it was possible to understand the difference between MRI, CT and X-ray images, 75% reported agreeing. In the group of teachers, when asked whether the application is suitable for teaching-learning, 77.8% said they strongly agreed. In this way, the study demonstrated that the use of digital technology tools for education in the health area facilitates the acquisition of knowledge.