Gamificação como estratégia educacional para o ensino da citologia oncótica

Abstract

Introduction: Active methodologies in teaching undergraduate courses have been proposed to help improve teaching approaches, and in this work specifically, the training of future health professionals. Gamification is a tool that enables activities to be carried out in groups, contributing to student development, motivating, helping to create, solve and identify problems. In addition, gamification allows the skills acquired during the course to be assessed and allows feedback to be given. The aim of this study was to evaluate and report on the use of a memory game as an active methodology (gamification) in the teaching of Oncology Cytology to undergraduate Biomedicine students.

Experience report: During the course, the students had skills training sessions supervised in the laboratory during practical classes. Among the expected skills, the knowledge of differentiating the cell morphologies of the cells of the endocervix, ectocervix, squamocolumnar junction and microscopy are paramount for the formation of the skills of the future health professional. The students took part in an activity involving a memory game and were assessed on the time taken by each group to complete the round, as well as the number of correct answers when joining the pairs of cards.

Discussion: The result showed that the skills learnt in practical lessons were applied in the game, taking an average of 10 minutes each round to complete the memory game with 32 cards. The integration of the students showed that gamification can be considered an efficient didactic resource, capable of promoting integration and raising the quality of teaching-learning processes, developing the competences required in the disciplines of health courses and developing a critical view of future health professionals.

Conclusion: The interaction of the students with the memory game in this report presents a possibility of integrating an active methodology, capable of providing self-assessment of the student during the activity, as well as providing immediate feedback on the skills acquired during the Oncotic Cytology course.

Keywords: Active methodologies; gamification; oncotic cytology; competences; Biomedicine.