Ferramentas 3D como auxílio no processo de ensino-aprendizagem na disciplina de anatomia
Carregando...
Data
2021
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Brasil
Resumo
The study of the discipline of anatomy requires from the student a high capacity for
attention and concentration in order to achieve learning in its entirety, becoming a
laborious and strenuous process due to its intricate richness of details. This factor is
associated with the high use of an anatomical organic demand that degrades with
significant speed and requires constant replacement or use of toxic chemicals for
longer use. The objective of this work is to investigate the benefits in terms of
learning anatomy with the aid of 3D tools. Images of organs for 3D screen were
developed, as well as the impression of organs in polymeric resin for use in the
classroom. Forty students aged between 18 and 60 years old of both sexes were
evaluated, all belonging to the same institution of technical education in nursing. The
study was based on 2 groups of students: the first class (n = 20) received the content
and application of the anatomy discipline through books, illustrations, blackboard and
slide projection. The second class (n = 20) received the same information content as
the first, taught by the same teacher, using traditional resources, with the addition of
3D projection screens and pieces printed on a 3D printer. The analysis took place in
both classes through a content review class, carried out between the application of a
first questionnaire (entry questionnaire), and a second verification questionnaire after
the review class (exit questionnaire). The questionnaire covered the following
domains: proportion, spatial location, volumetry, morphology, similarity and
motivation. The results confirmed the effectiveness of the proposed model using 3D
when observing the domains of spatial location/physical anatomy,
volumetry/planaltimetry and motivation when compared to the class that used 3D
resources with the control group, of traditional methodology. It was also possible to
validate the use of 3D impressions, as well as the use of multi-auto-stereoscopic (3D)
images, their inherent depth perception, in addition to justifying the gradual entry of
practical, perennial and detailed technologies, as they allow the reduction of
perishable organs and corpses, as well as the dangerous contact with toxic
chemicals in educational environments.
Descrição
Palavras-chave
Tecnologia, Ensino 3D, Anatomia, Processo de ensino-aprendizagem, Bioengenharia