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- Bringing neuroscience to education: using an innovative method: the “BRAIN” Method - for teaching human motor control in higher education studentsPublication . Santos, Hugo; Martins, Maria Elisabete; Baleia, IsabelThe past decade has seen a tremendous interest in the potential of applying insights from neuroscience to educational settings. Some refer to this emerging field of translational research as ‘neuroeducation’, others call it: ‘mind, brain and education’ or ‘educational neuroscience’. After a review of the literature on neuroeducation we created a method based on and combined the most cited principles: Priming; Constructivism; Feedback; Motivation; Reward; Cooperative work and Self-assessment. So we created the method BRAIN, wich means – BRing what you know / Acquire new knowledge / Inquiring about what you have learned / aNalyze what you have learned. We use this method in the motor control course of the physiotherapy course of our school. The themes were distributed by modules of 2 classes (one theoretical and one practical) and each module was planned taking into account the BRAIN model. For the lectures, small preparatory activities were built to activate students' prior knowledge and prepare them for the class. During the classes the contents were presented by the teacher through a combination of expository method with interactive methods. For practical classes, activities were performed in small groups. For all modules the learning objectives were divided into 3 levels, basic, advanced and advanced +. Out of class students performed consolidation activities that gave them bonus points. During the course 2 written tests and an oral test were applied. We applied a satisfaction questionnaire and made a focus group to know the opinion of the students on the subject. After analyzing the questionnaire and the focal group we can conclude that the students were very satisfied with the implemented methodology. Regarding the grades, the performance of the class reached a very good level.
- The use of concept maps in teaching neurology in a physiotherapy coursePublication . Santos, Hugo; Baleia, Isabel; Martins, Maria ElisabeteA teaching and learning strategy that has recently emerged in higher education is the use of concept maps, which seems to allow the fostering of a environment of involvement of the students. The objectives of this study are to describe the use of concept maps (CM) as a teaching tool of Neurology to 2nd year Physiotherapy Students and to understand the satisfaction of these students with the elaboration of the CM and the perception of learning. Initially, an elementary CM about the pathophysiology of neurological diseases was created by the teachers, which was presented and explained to students. At the end of each week of classes, 3 clinical cases were provided to the students and they were asked to perform a group CM of these cases, based on the elementary CM and the contents covered that week. The CMs were conducted with the guidance of a 3rd grader who was trained in the structuring of the CMs. The students delivered the CM weekly and were evaluated. At the end of the course a written test was elaborated in which students had to individually elaborate a CM about 2 clinical cases. At the end of the course a questionnaire was distributed to evaluate the students' opinion about the use of CM as a teaching tool, which aimed to assess the degree of satisfaction and the perception of learning with this tool. It was feasible to organize this course based on the use of CM as a teaching tool. Of the 52 students enrolled in the course, 46 answered the questionnaire. All interviewed students (100%) agree that the use of CM is an effective strategy in teaching these themes and that this strategy allows them to better relate the contents covered throughout the course. This study showed that concept maps can be a valid teaching strategy in the training of physiotherapists.