Use of active methodology in the teaching of cardiac physiology: effect on test stress and learning

• Grant number: 22/12433-8
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): February 01, 2023
• Effective date (End): January 31, 2024
• Field of knowledge: Biological Sciences - Physiology - General Physiology
• Principal Investigator: Fernanda Klein Marcondes
• Grantee: Lara Cristina Guerhardt Silva
• Host Institution: Faculdade de Odontologia de Piracicaba (FOP). Universidade Estadual de Campinas (UNICAMP). Piracicaba , SP, Brazil

Abstract

Learning assessments are stressors in the academic environment and can generate fear, suffering and anxiety disorders. Considering that stress and anxiety in the face of assessments can be related to student insecurity about the content to be evaluated, teaching strategies that increase learning could contribute to reducing this insecurity. Active teaching-learning strategies increase curiosity, instigate decision-making and are well accepted by students, who retain knowledge more consistently. The aim of this study is to evaluate the hypothesis that the use of active methodologies, by promoting greater learning, could reduce student anxiety and stress before an academic assessment. The activities developed in the classes on heart physiology will be part of the study. Learning assessments will be carried out after traditional teaching (traditional lecture) and after teaching through active methodology (dialogued class + educational game + formative assessments). To assess learning, tests with multiple choice questions and open questions will be applied. Saliva samples will be collected from the students, 15 min before each learning assessment, for later measurement of alpha-amylase and cortisol, in order to assess the level of stress. Immediately after saliva collection, the State-Trait Anxiety Inventory will be applied to assess the level of anxiety.

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

CARDOZO, LAIS TONO; DE LIMA, PATRICIA OLIVEIRA; CARVALHO, MAELINE SANTOS MORAIS; CASALE, KARINA RECHE; BETTIOLI, ANA LUISA; DE AZEVEDO, MARIA ANTONIA RAMOS; MARCONDES, FERNANDA KLEIN. Active learning methodology, associated to formative assessment, improved cardiac physiology knowledge and decreased pre-test stress and anxiety. FRONTIERS IN PHYSIOLOGY, v. 14, p. 10-pg., 2023-09-06. (19/05987-4, 22/12433-8)