Abstract
The aim of this study was to evaluate the student's conception in reference to the
teaching materials used for the practical assessment of the discipline of Human Anatomy.
The study was quantitative and qualitative, exploratory and descriptive. The materials
were industrialized synthetic anatomical models, models made of inexpensive material
by students, human cadaveric material, photocopied images and software. The study
included 97 students, who after analysis indicated cadaveric materials (35%) as the
best educational tool to be applied for the practical assessments of Anatomy. The
photocopied images (3%) were the material with which the students presented greater
difficulty. The content analysis of the discursive questions showed 5 factors in learning
Human Anatomy: little time per table; difficulty in identifying, locating and memorization
of anatomical structures; the quality of material used; comparing these materials;
and cadaveric material. The study proved to be relevant for the evolution of teaching
quality, in addition to the cadaveric material as the best tool to be used in practical
assessments of Human Anatomy. We suggest the use of this material the more frequent,
in laboratories that have the same materials as analyzed here, because the corpse
can never be substituted in teaching and learning of Anatomy.
Keywords
gross anatomy education - software - photocopied images - anatomical structures manufacture
- corpses prossected.
