Histology and Embryology Monitoring as an important teaching-learning pedagogical strategy

Abstract

Academic monitoring emerges as an important pedagogical strategy to support students in addition to providing professional experiences to student monitors. In this context, the objective of this study was to compare the performance of students in the discipline of Histology and Special Embryology (HEE) after extra-class monitoring intervention. This subject was offered in the Pharmacy course at the Federal University of Sergipe (UFS) to a class of 52 students in 2022 (class 1), without the presence of a monitor, and to 48 students in 2023 with monitoring intervention (class 2). Both classes had the same theoretical and practical workload configuration, in addition to the same content involved and assessment activities. After obtaining the general media for each class, it was possible to verify that class 2 had a higher classification and a lower number of failures compared to class 1 (p < 0.05). Furthermore, it was possible to observe greater interest and proximity of the monitor to teaching activities. These results suggest that monitoring was essential to maximize the teaching-learning process of students, minimizing their retention in addition to constituting a powerful tool in training and encouraging student monitors to teach.