Resumo: Além de exigir enorme abstração, o ensino da Biologia Celular envolve temas complexos como a meiose. As implicações para o aprendizado são imensas, pois vários conteúdos de outras disciplinas, assim como aplicações tecnológicas, dependem desse conhecimento. Utilizamos dois instrumentos de avaliação para mapear o aprendizado da meiose em quatro cursos de graduação. O primeiro foi idealizado para medir o nível de conhecimento que os alunos trazem do Ensino Médio e o segundo, para avaliar o aprofundamento do aprendizado que acontece com a aula de meiose nos quatro cursos. Os dois instrumentos de avaliação revelam diferenças marcantes entre os diferentes cursos e apontam dificuldades associadas ao aprendizado da meiose, convergindo a aspectos relevantes que podem auxiliar na exploração dos conteúdos em aulas, como a quantificação da variabilidade gênica, não compreendida pela grande maioria dos alunos.

Abstract: In addition to requiring enormous abstraction, the teaching of Cell Biology involves complex topics such as meiosis. In this particular case, the implications of learning are enormous because various contents in other disciplines, as well as technological applications, depend on this knowledge. We used two assessment instruments (AI) to map the learning of meiosis in four undergraduate programs. The first was designed to measure the level of knowledge that students bring from high school, the second to assess the depth of learning that happens in the meiosis lesson in the four programs. Both AI reveal marked differences across the different programs and point out difficulties associated with the learning of meiosis, which converge to relevant aspects that can assist in the exploration of the contents in lessons, such as the quantification of gene variability, which is not understood by the vast majority of students.

Objective: To report on the use of chronic myeloid leukemia as a theme of basic clinical integration for first year medical students to motivate and enable in-depth understanding of the basic sciences of the future physician. Methods: During the past thirteen years we have reviewed and updated the curriculum of the medical school of the Universidade Estadual de Campinas. The main objective of the new curriculum is to teach the students how to learn to learn. Since then, a case of chronic myeloid leukemia has been introduced to first year medical students and discussed in horizontal integration with all themes taught during a molecular and cell biology course. Cell structure and components, protein, chromosomes, gene organization, proliferation, cell cycle, apoptosis, signaling and so on are all themes approached during this course. At the end of every topic approached, the students prepare in advance the corresponding topic of clinical cases chosen randomly during the class, which are then presented by them. During the final class, a paper regarding mutations in the abl gene that cause resistance to tyrosine kinase inhibitors is discussed. After each class, three tests are solved in an interactive evaluation. Results: The course has been successful since its beginning, 13 years ago. Great motivation of those who participated in the course was observed. There were less than 20% absences in the classes. At least three (and as many as nine) students every year were interested in starting research training in the field of hematology. At the end of each class, an interactive evaluation was performed and more than 70% of the answers were correct in each evaluation. Moreover, for the final evaluation, the students summarized, in a written report, the molecular and therapeutic basis of chronic myeloid leukemia, with scores ranging from 0 to 10. Considering all 13 years, a median of 78% of the class scored above 5 (min 74%-max 85%), and a median of 67% scored above 7. Conclusion: Chronic myeloid leukemia is an excellent example of a disease that can be used for clinical basic integration as this disorder involves well known protein, cytogenetic and cell function abnormalities, has well-defined diagnostic strategies and a target oriented therapy.

Avaliamos o uso dos role-plying games (RPGs) como uma metodologia de ensino e aprendizagem em Biologia Celular. Alunos do primeiro ano de Medicina participaram de aula expositiva tradicional (grupo referência) ou de aula com RPG (grupo RPG). Comparações foram feitas pela análise de questionários pré- e pós-aula com RPG, das notas nas provas regulares, e das notas obtidas em um teste aplicado um ano após a conclusão da disciplina. Dos 230 alunos que participaram das aulas com RPG, 78,4% responderam que o RPG é uma ferramenta eficaz na aprendizagem; 55,4% acharam que essas aulas são melhores que as aulas tradicionais, mas não as substituem; e 81% responderam que usariam essa metodologia. Os alunos do grupo referência tiveram nota maior em uma de 14 questões das provas regulares; os alunos do grupo RPG tiveram notas maiores em duas de 12 questões aplicadas um ano depois. Portanto, aulas com RPG foram tão eficientes quanto as aulas tradicionais (quantitativamente), são bem aceitas pelos estudantes, e podem ser uma metodologia que lhes dá a chance de aprender ativamente e, potencialmente, levar a uma melhor retenção do conhecimento aprendido.

This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.