Morpho-functional laboratory: the different teaching and learning methodologies

Introduction: The evolution of methodologies and assessments in the Morphofunctional Laboratory of anatomy and histology demonstrates the continuous adaptation of the medical course at a higher education institution in the Amazon to current educational demands. Objective: To analyze the teaching methodologies and the transition of assessments in the Morphofunctional Laboratory from the creation of the medical course until today. Methods: A cross-sectional, descriptive, observational study was conducted using questionnaires based on the Likert scale, specifically designed for students and teachers of the Morphofunctional Laboratory. The study population consisted of 10 teachers and 200 students. Results: 59% of students disagreed to some extent that the new system enhanced learning compared to the previous one; however, 60% of teachers stated that the current method is the best way to teach, although there was no consensus on which methodology produced more consistent learning. Additionally, 58% of students disagreed to some extent that the teacher’s approach of mastering all areas of knowledge and transmitting it facilitated learning, with a similar outcome observed among teachers (60%). Regarding the division into subgroups and the use of practical tests as a means of evaluating students, agreement was observed to some extent among 90–100% of teachers and 69.5–89% of students, respectively. Conclusion: The study highlights the need to reassess the methodology applied in the Morphofunctional Laboratory to improve learning outcomes.