Development of low-cost educational technology for teaching symptomatological interrogation

Authors

  • Alberto Calson Alves Vieira
  • Marina Marques Novais Gomes
  • Fabio Neves Santos
  • Patrízia Lisieux Prado Paixão
  • Lauro Roberto de Azevedo Setton
  • Manoel Batista da Costa Neto
  • Adriana de Oliveira Guimarães
  • Richard Halti Cabral

DOI:

https://doi.org/10.46919/archv4n1-001

Keywords:

symptomatological interrogation, didactic games, educational technology

Abstract

Introduction: Symptomatic interrogation (SI) provides a detailed investigation of each group of organs in the human body, correlating symptoms of different systems that are not always related to the main complaint. Despite its importance, IS is extensive, making its learning challenging for academics, reinforced by traditional and mechanistic teaching methods. Therefore, the objective of this research was to develop a didactic game that would enable better IS learning. Method: An iterative creation methodology was used, which is based on improving knowledge in a cycle and correcting possible game failures. This technique is divided into phases: communication, planning, modeling and construction. From this, it was decided to create a traditional low-cost game with wide access through cards. Results: The IS were divided into 10 large groups and divided by system or region, totaling 436 letters. Each technical term of the sign is followed by four descriptors with only one alternative corresponding to the questioned item. The template can be accessed through the QR code with your cell phones. The game is available for free to access and download. Conclusion: Technology is part of the daily life of all students, therefore, this tool should be used as a learning facilitator. Teaching through games brings speed and quality to learning, encouraging students to keep their attention, following the active teaching methodology model. So, this tool does not seek to replace the current teaching model, but to add. In future research, the aim is to develop a study that evaluates the change in academic performance before and after using this device.

References

AGUIAR, Adriana Cavalcanti de; RIBEIRO, Eliana Claudia de Otero. Conceito e avaliação de habilidades e competência na educação médica: percepções atuais dos especialistas. Rev. bras. educ. med., Rio de Janeiro , v. 34, n. 3, p. 371-378, Set. 2010.

ALONSO, I. L. A. et al. Jogos experimentais em sala de aula: uma ferramenta didática em cuidados paliativos. Revista da Escola de Enfermagem da USP. 2018

ATKIN, C. Education and Minorities. London: Continuum International Public hing Group, 2012. BBVA INNOVATION EDGE.Gamification: The business of fun. Madrid: BBVA Innovati on Center, 2012.

CAMPOS, Alfredo; GÓMEZ-JUNCAL, Rocío; PÉREZ-FABELLO, María José. Experiencia en la mnemotecnia y aprendizaje incidental con imágenes normales y raras. Estudo de psicologia, Campinas, jul./set. 2008.

DEPRESBITERIS, L.; TAVARES, M. Diversificar é preciso...: Instrumentos e técnicas de avaliação de aprendizagem. Senac, 2017.

GOMES, Andréia Patrícia; REGO, Sergio. Transformação da Educação Médica: É Possível Formar um Novo Médico a partir de Mudanças no Método de Ensino-Aprendizagem? Rev. bras. educ. med., Rio de Janeiro, v.35, n. 4, p.557-566, Set. 2011.

MELLO, N. V.; Panorama artístico e educacional: a tecnologia do QR code como produção de subjetividade. Anais do Encontro Virtual de Documentação em Software Livre e Congresso Internacional de Linguagem e Tecnologia Online, 2017.

NEVES, N. et al. Expectation versus Reality on Medical Training: the (Des)illusion of the Medstudents. Gaz. Méd. Bahia, 2006.

PORTO, Celeno Celmo. Semiologia Médica. 7º. ed. Rio de Janeiro: Guanabara Koogan, 2014

SOUSA, Aline Batista de; SALGADO, Tania Denise Miskinis. Memória, aprendizagem, emoções e inteligência. Rev. Liberato, Novo Hamburgo, v.16, n.26, p. 101-220, jul./dez. 2015.

TOMÁS, M. R.; MONIZ, A.; Métodos ágeis: características, pontos fortes e fracos e possibilidades de aplicação. IET, 2009.

Downloads

Published

2023-01-09

How to Cite

VIEIRA, A. C. A.; GOMES, M. M. N.; SANTOS, F. N.; PAIXÃO, P. L. P.; SETTON, L. R. de A.; NETO, M. B. da C.; GUIMARÃES, A. de O.; CABRAL, R. H. Development of low-cost educational technology for teaching symptomatological interrogation. Journal Archives of Health, [S. l.], v. 4, n. 1, p. 02–11, 2023. DOI: 10.46919/archv4n1-001. Disponível em: https://ojs.latinamericanpublicacoes.com.br/ojs/index.php/ah/article/view/1233. Acesso em: 23 may. 2024.

Most read articles by the same author(s)