"SNAPS": A software which simulates autonomic drugs effects on the cardiorespiratory system and contributes to the learning-teaching process

"SNAPS": A software which simulates autonomic drugs effects on the cardiorespiratory system and contributes to the learning-teaching process

• Autor
• Marina de Toledo Durand
• Co-autores
• André Luis Antoneli Senju , Pedro Afonso Ferreira Haupenthal , Giovanna Develis , Fernando Storti de Pieri , Cássio José Sgarbi Filho , Luis Henrique Montrezor , Lucélio Bernardes Couto , Reinaldo Bulgarelli Bestetti
• Resumo

• The comprehension of the physiological and pharmacological basis of the autonomic nervous system (ANS) is essential. However, this process typically occurs with non-interactive approaches. Our group developed the software SNAPS, which reproduces the effects of autonomic agonists and antagonists on cardiorespiratory system. This study aimed to evaluate the efficacy of the SNAPS on students' learning in different curriculums of medical schools and the perception of students and professors of this platform. Ethics Committee UNAERP: 09879119.2.0000.5498 / UNIARA: 40019820.9.0000.5383. Medical students from a problem-based learning (PBL) hybrid curriculum (n=88, 82% women, 22±3 years old) and a traditional curriculum (TC) (n=73, 73% women, 20±2 years old) were included. To assess the effect of the SNAPS on learning consolidation, PBL students answered 10 multiple-choice questions (MCQ’s), applied in a group of students before the class (G.pre, n=45) and in another group after the class (G.post, n=43). TC students answered 4 MCQ’s after each of the 3 activities: virtual lecture, board game and SNAPS.  Students’ and professors’ perceptions of the SNAPS were assessed by a Likert questionnaire. In PBL curriculum, students from G.post obtained higher scores than G.pre (6.2±2 vs. 4.3 ±2). In TC, grades were also higher after applying the 3 activities, including SNAPS, compared to after ANS board game or only the virtual class (8.1±2 vs. 6.8±2 vs. 5.3 ±2). In students ‘perceptions (n=100), the majority agreed SNAPS helped their learning process, clarifying and facilitating the integration between theory and practice. All students and professors considered the SNAPS interactive, dynamic and visually representative. Professors (n=17) also agreed SNAPS meet their needs for teaching and most of them intend to use it as a teaching support tool. Thus, SNAPS was effective in consolidating students’ learning of the ANS. Besides, students and professors from different scenarios considered it an interactive and representative teaching tool.

• Palavras-chave
• Autonomic nervous system, Pharmacology, Cardiorespiratory system, Education, Computer assisted learning.
• Área Temática
• Apresentações Orais - Sessão II

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