Human anatomy is one of the oldest subjects in the medical curriculum. Its study is traditionally carried out through the dissection of cadavers and the study of anatomical specimens from dissection. However, there is an increase in the difficulty of acquiring cadavers, whether for financial or ethical reasons, and it is necessary to acquire other resources for the teaching of this subject. This article aims to report the learning experience through a cardiac anatomy skill station using plasticated parts, macro models, virtual reality, case discussion, and a checklist. The activity was built and developed for medical students from a federal university in the interior of northeastern Brazil in the year 2022. The activity was developed from three stages, namely: Stage 1: a flipped classroom; Stage 2: guidance on the dynamics of the activity; Stage 3: small group case resolution; and Step 4: feedback and closure of the activity. Three groups achieved all the proposed learning objectives, and one group obtained 80% of satisfactory answers. The developed station was successful. Achieved the expected learning objectives. The methodological strategy shared here may be a promising path for improving the teaching of human anatomy in competency-based medical curricula.
Rodrigues et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: