Students’ perceptions and contributions in the application and evaluation of a medical semiology handbook
DOI:
https://doi.org/10.17267/2594-7907ijeh.2025.e6260Keywords:
Medical Education, Physical Examination, Educational Materials, Clinical Medicine, Reference BooksAbstract
ABSTRACT | INTRODUCTION: The study of medical semiology is essential for medical training. As such, the production of manuals by teachers plays an important role in serving as a theoretical and practical reference, facilitating both teaching and learning. OBJECTIVE: To assess medical students' perceptions regarding the clarity, relevance, and educational potential of a medical semiology handbook developed for the Medical Skills III module of the undergraduate medical program. METHODS: This is a descriptive, observational study with a predominantly quantitative approach, complemented by qualitative analysis. The manual was previously validated by 13 expert judges: a professor of Medicine, a professor of Portuguese literature and a teacher. In the present study, validation was carried out by third-semester medical students, using a questionnaire applied to all students in the Medical Skills III module at a federal university in the North of the country. A five-point Likert scale was used to check the degree of agreement between the participants, and Cronbach's coefficient was calculated, achieving excellent internal consistency. RESULTS: A total of 93 questionnaires were answered voluntarily. The vast majority of students showed total agreement with the criteria assessed. Some suggestions were incorporated into the manual, such as the inclusion of videos accessible via QR code, with the aim of increasing interactivity and complementing the material's visual resources. DISCUSSION: The use of teaching materials with clear and appropriate language favors learning and prepares students for consistent professional growth. These materials have become essential tools for quality medical training. The teacher's role goes beyond the transmission of knowledge, including the creation of resources that meet the specific needs of students. Student participation in the evaluation of the manual highlights the importance of feedback for the construction of more effective teaching resources aligned with the needs of contemporary medical practice. CONCLUSION: The participants showed high approval for the manual, demonstrating that teaching materials such as semiology manuals enhance learning and contribute to the training of qualified doctors. In addition, the role of the teacher as a creator of educational resources stands out, which is essential for meeting the needs of students and promoting more dynamic and effective teaching
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Copyright (c) 2025 Carla Andréa Avelar Pires, Satomi Fujihara, Glória Calandrini de Amorim, Edson Yasojima, Jacqueline Caramori
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.
