Learning by integrating knowledge: innovative strategies in the teaching of Veterinary Medicine

Abstract

Within the Veterinary Medicine curriculum of the U.N.R.C. the subjects included in its basic cycle, among others, are Veterinary Anatomy I, Animal Physiology, Semiology and Clinical Propedeutics, and in the higher cycle Surgical Pathology, with no curricular spaces for integration between them. To address the difficulty of knowledge fragmentation manifested in the classroom, an interdisciplinary pedagogical experience was planned and developed whose objectives were: to promote a culture of collaborative work between teachers of the four subjects for the integrated teaching and learning of anatomical knowledge and physiological of the nervous system; develop teaching materials to guide integrated study and promote significant learning of the nervous system in third-year students. The experience was carried out in two stages and included: 1) the production of an integrative study guide and models of the nervous system; 2°) the use of innovative teaching material in the “Clinical Semiology and Propedeutics” classes, with the participation of the teaching team of “Veterinary Anatomy I”, Animal Physiology and Surgical Pathology”. Data collection was carried out through records of classroom events and surveys. The level of conceptual integration achieved by the students was evaluated in individual instances (analysis of the guide) and a group activity (development of a conceptual scheme). The students positively valued the innovations implemented through anonymous surveys (n=130). The level of integration of anatomical-physiological knowledge achieved was high and contributions to curricular transversality are provided.