Produção Nacional
Revisado por pares
Synaptic board: an educational game to help the synaptic physiology teaching-learning process
2019; American Physical Society; Volume: 44; Issue: 1 Linguagem: Inglês
10.1152/advan.00083.2019
ISSN1522-1229
AutoresAmanda Dalla’cort Chaves, Daniela Fernanda Pigozzo, Cláudio Felipe Kolling da Rocha, Pâmela Billig Mello‐Carpes,
Tópico(s)Educational Games and Gamification
ResumoIlluminationsSynaptic board: an educational game to help the synaptic physiology teaching-learning processAmanda Dalla'cort Chaves, Daniela Fernanda Pigozzo, Cláudio Felipe Kolling da Rocha, and Pâmela Billig Mello-CarpesAmanda Dalla'cort ChavesLaboratory of Physiology and Biophysics, Feevale University, Novo Hamburgo, Rio Grande do Sul, BrazilPhysiology Research Group, Federal University of Pampa, Uruguaiana, Rio Grande do Sul, Brazil, Daniela Fernanda PigozzoLaboratory of Physiology and Biophysics, Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil, Cláudio Felipe Kolling da RochaLaboratory of Physiology and Biophysics, Feevale University, Novo Hamburgo, Rio Grande do Sul, Brazil, and Pâmela Billig Mello-CarpesPhysiology Research Group, Federal University of Pampa, Uruguaiana, Rio Grande do Sul, BrazilPublished Online:19 Dec 2019https://doi.org/10.1152/advan.00083.2019MoreSectionsPDF (964 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInEmail INTRODUCTIONThe formation of qualified health professionals begins with a qualified health curriculum (12, 22). One of the firsts challenges that health sciences' students will face during their undergraduate education is the physiology course. Physiology studies how the body works, and, because of that, it is the basis for the construction of knowledge in other courses, like pathology and clinical approaches (19). In this sense, it is important that physiology contents be well understood, so the students will be able to integrate information (32).The choice of teaching-learning methods is as important as the content to be taught (39). Research for innovative strategies and teaching methods have shown that active methods can be an alternative or a complementary approach to the traditional lecture (39). This method places the students at the center of their learning process, making them able to relate the contents to others courses, to exercise critical judgment, and, as a consequence, to apply those skills in their future work (8, 30). The work developed by Anderson et al. (1) showed that the use of active learning methods to teach physiology enabled students to present complicated concepts, evaluate themselves and their colleagues, and contribute effectively in small-group settings. The authors divided the class into groups and assigned questions or topics about different subjects, which should be explained later in the class.It is known that the motivational factor is determinant in learning. The judgments, opinions, and values that the students have about objects, events, and learning processes impact their motivation (7, 16, 34). To promote long-term learning, it is essential to keep students motivated, and it involves promoting strategies to increase students' motivation (17). Linked to the concept of motivation is also the definition of flow theory. The state of immersion flow is observed in cases of extreme concentration, combined with a distortion of the perception of time and loss of self-consciousness related to the practice of pleasurable activities (6). In a classroom, the experience of flow occurs when the teaching strategy keeps students focused, intrigued, and feeling pleasurable in the learning process (37).The educational games (EGs) are used between the active strategies studied in the last years (2, 5, 15, 20, 21, 23, 24, 27). It has been demonstrated that the use of EGs for teaching can motivate the students to learn and, in addition, promote effective learning (11, 18). One kind of game that can be used in education are board games (BGs); this type of game is played by moving pieces on a board, using strategies to continue progressing and look for the victory (11). Additionally, the group interactions during the BG can provide better social contact and provide learning opportunities. It has been suggested that BGs can facilitate learning through an immersion flow and individual need learning necessities (3, 11).Despite the advantages, there are limited options to use EGs and BGs in physiology teaching. In this sense, we developed a BG to complement the teaching of an important and complex physiology content: the synaptic transmission (ST). Learning ST involves the comprehension of complex mechanisms describing how neurons pass information to each other (31). For Montrezor et al. (25), the essential topics to be learned in ST content are the characterization of synapses, the identification of main functional differences between chemical and electrical synapses, and the functional effects involving these concepts (neural and neuromuscular events). Additionally, to make a correlation to the ST knowledge with clinical and pharmacological applications is important (25). The fact that this content involves complex causal mechanisms explains why it is difficult to understand; therefore, it is important to seek innovative teaching strategies to promote effective learning (13).The synaptic board game (SBG) was designed and applied in class. The aim of this study is the development of the SBG and the evaluation of students' perception about its contribution to physiology learning.MATERIALS AND METHODSGame design.The whole construction of the game was based on the Design Science Research methodology (29, 36). The first step was to identify which topics in human physiology the students had more difficulty in learning, from the experience of teachers and tutors. ST was chosen. The game development team was composed of a Physiology Master student, two Biomedical Sciences Bachelors, and three undergraduate students from different careers (Biomedical Sciences, Graphic Design, and Production Management). The team met weekly, holding meetings in the brainstorming mold.We chose a BG aiming to make the topic learning fun and dynamic, promoting a team-based learning moment. The BG involved gradually increases the difficulty levels, to motivate the students to want to reach the end. In addition, we developed simple rules for the game, so that it was intuitive to the players. The game was developed in Brazilian Portuguese, since the goal was to engage local students. The version presented in this paper was translated, since one of our goals is to share it with the physiology educators' community.The essential instruments to play the game are a board, game rules, an Android phone for questions, and pawns. The game's board has 50 spaces (plus the starting space, action potential, and 3 different destinations) (Fig. 1). It should be played by at least two students, with a maximum of three. The board spaces have been divided into different colors that represent the three levels of question difficulty; the questions must be answered when the player throws one die and lands on a space. To initiate the game, players must choose a pawn to represent them during the game (acetylcholine, green pawn; noradrenaline, yellow pawn; or ion, blue pawn) and, knowing their identity, must keep in mind their correct destination (cholinergic receptor, adrenergic receptor, or communicating junction). To move in the spaces, the players must play the die and answer a question according to the color (difficulty level) of the space in which they land. The physical structure of the board can be seen in Fig. 1, and the rules of the game can be found in Table 1.Fig. 1.Synaptic board game structure. The board design, spaces structure, pawn colors, and game rules are shown.Download figureDownload PowerPointTable 1. Synaptic board game rules1.Choose a character (acetylcholine, noradrenaline, or ion) to represent you during the game. Throughout the game, think about your specific pathway destination (gap junction, adrenergic receptor, or cholinergic receptor).2.All players must play the die once. The order of the game is highest to lowest number taken.3.In each space, a question should be answered, which are 3 difficulty levels, distributed as follows:∙ Light pink space: level 1 (easy). If you answer the question right, then you move forward 1 space. In the opposite, if you answer the question wrong, then you move backward 1 space.∙ Dark pink space: level 2 (medium). If you answer the question right, then you move forward 2 spaces. In the opposite, if you answer the question wrong, then you move backward 2 spaces.∙ Purple space: level 3 (difficult). If you answer the question right, then you move forward 3 spaces. In the opposite, if you answer the question wrong, then you move backward 3 spaces.∙ Light pink/dark pink bicolor space. The player can choose to answer a level 1 or level 2 question. Then the character moves forward or backward according to the chosen level.∙ Pink/purple two-color space. The player can choose to answer a level 2 or level 3 question. Then the character moves forward or backward according to the chosen level.4.When one of the players reaches the end of the board and chooses one of the destinations (according to item 1), it must be reported to the tutor/professor who is responsible for indicating whether it is correct or not. If it is correct, the player will be the winner. In case of error, he/she should go back to space 35, choose a level 2 or 3 question, and continue to play.Questions about ST (Table 2) were proposed and revised by the authors, which include two physiology professors with experience in the field, from two different universities (one public and one private). The questions were divided into three levels of difficulty (easy, medium, and hard). At the end, 71 questions were written, with 28 being at the easy, 25 at the medium, and 19 at the hard level.Table 2. Questions included in the synaptic board gameQuestion No.CategoryQuestionCorrect AnswerIncorrect Answer 1Incorrect Answer 21Level 1: EasyWhat is a gap junction?A membrane channel that allows the connection between two cells in an electrical synapseA type of postsynaptic receptor present in chemical synapsesA channel that allows the connection between two cells in a chemical synapse2Level 1: EasyWhich is the type of synapse that has a bidirectional response?Electrical synapseChemical synapseBoth3Level 1: EasyWhich is the type of synapse that usually has a unidirectional response?Chemical synapseElectrical synapseBoth4Level 1: EasyComparing chemical and electrical synapses, which one has the fastest response?Electrical synapseChemical synapseBoth have the same speed of response5Level 1: EasyWhich is the type of synapse that is most easily modulated?Chemical synapseElectrical synapseBoth can be modulated equally6Level 1: EasyWhich is the type of synapse that involves the neurotransmitter's release?Chemical synapseElectrical synapseBoth7Level 1: EasyWhich is the type of synapse that involves the propagation of information between two excitable cells?BothChemical synapseElectrical synapse8Level 1: EasyAn advantage of this type of synapse is the synchrony in the activity of a group of cells. Which is this type of synapses?Electrical synapseChemical synapseBoth9Level 1: EasyWhich is the type of synapse that presents gap junctions?Electrical synapseChemical synapseBoth10Level 1: EasyWhich is the type of synapse that presents a synaptic cleft?Chemical synapseElectrical synapseBoth11Level 1: EasyWhich is the type of synapse that has pre- and postsynaptic neuron/excitable cell?BothChemical synapseElectrical synapse12Level 1: EasyWhich alternative presents organelles that can be find in the presynaptic neuron of a chemical synapse?Mitochondria and synaptic vesiclesVesicles with neurotransmitters and gap junctionsGap junctions and mitochondria13Level 1: EasyWe can find in the postsynaptic neuron of a chemical synapse:Chemical receptorsGap junctionsGap junctions and receptors14Level 1: EasyWhich is the type of synapse that can have ionotropic receptors?Chemical synapseElectrical synapseBoth15Level 1: EasyWhich is the type of synapse that can have metabotropic receptors?Chemical synapseElectrical synapseBoth16Level 1: EasyWhich type of synapse depends on the arrival of an action potential to initiate communication?BothChemical synapseElectrical synapse17Level 1: EasyWhich type of synapse has almost zero synaptic delay in the information passage between cells?Electrical synapseChemical synapseBoth18Level 1: EasyIn chemical synapses, the electrical signal is transformed in a chemical signal. This chemical signal is sent in the form of a:NeurotransmitterReceptorCa2+ channel19Level 1: EasyIn chemical synapses, who responds to chemical signal in the postsynaptic neuron?ReceptorNeurotransmitterCa2+ channel20Level 1: EasyWhich type of synapse involves a larger number of mitochondria?Chemical synapseElectrical synapseBoth involve an equivalent number of mitochondria21Level 1: EasyWhich cell type cannot be part of a synapse?HepatocyteNeuronMuscle cell22Level 1: EasyConsidering three types of cells cited, which one can be part of a synapse?Smooth muscle cellRed blood cellsDermis' cells23Level 1: EasyConsidering the cells/structures cited below, which one cannot be part of an electrical synapse?Neuromuscular junctionHeartSmooth muscle24Level 1: EasyDuring chemical synapse activation, the arrival of an action potential in the synaptic terminal stimulates the opening of:Ca2+ voltage-dependent channelsVesiclesNa+ voltage-dependent channels25Level 1: EasyDuring chemical synapse activation, the opening of Ca2+ voltage-dependent channels stimulates:The fusion of vesicles containing neurotransmitters with presynaptic neuron membraneThe transport of vesicles from pre- to postsynaptic neuronThe receptors opening in the postsynaptic neuron26Level 1: EasyIn a chemical synapse, in addition to the calcium, the neurotransmitter exocytosis in the synaptic cleft requires:ATPSodiumAcetylcholine27Level 1: EasyIn a chemical synapse, where are the neurotransmitters released?In the synaptic cleftDirectly in the postsynaptic neuronInto the gap junction28Level 1: EasyWhat is the structure that guarantees the connection between two cells in an electrical synapse?Gap junctionsSynaptic cleftIonotropic receptor29Level 2: MediumThe neurotransmitters presented in a chemical synapse are:Excitatory or inhibitoryAlways excitatoryAlways inhibitory30Level 2: MediumWhich type of receptor can be present in a chemical synapse?BothIonotropicMetabotropic31Level 2: MediumThe stimulation of an ionotropic receptor always promotes:The opening of an ion channelThe opening of a Ca2+ channelThe influxes of Na+ ions32Level 2: MediumWhat is the effect of a metabotropic receptor stimulation?The activation of second messengersThe activation of first messengers (neurotransmitters)The transport of vesicles33Level 2: MediumWhat type of receptor is coupled to a G protein?MetabotropicIonotropicBoth34Level 2: MediumHow are the neurotransmitters stored in the presynaptic neuron?Inside vesiclesFree in the cytoplasmInside the endoplasmic reticulum35Level 2: MediumThe postsynaptic receptor of a chemical synapse must be:Specific for a neurotransmitterAlways coupled with a G proteinAlways an ion channel36Level 2: MediumWhat is the fundamental role of Ca2+ in the chemical synaptic transmission?To promote the neurotransmitter exocytosisTo stimulate the generation of an action potentialTo help the cell restore its resting potential37Level 2: MediumThe Ca2+ channels present in presynaptic neuron are activated by:VoltageMechanical stimulusLigand38Level 2: MediumIn the chemical synapse, the neurotransmitters are released by:ExocytosisEndocytosisPinocytosis39Level 2: MediumIn a chemical synapse, the postsynaptic receptors are NOT activated by:IonsLigandsChemical messengers40Level 2: MediumConsidering a chemical synapse, it is correct affirm that the neurotransmitters are release from the _______ of the presynaptic neuron.Axon terminalNeuron bodyDendrites41Level 2: MediumAn advantage of a chemical synapse is:The larger possibility of modulation of the final responseThe faster responseThe propagation of the signal in two directions42Level 2: MediumA neuron can:Make multiple synaptic connectionsMake just one synaptic connection with another neuronMake synapses with nonexcitable cells43Level 2: MediumA synapse may NOT occur on:Nonexcitable cellsSmooth muscle cellsHeart cells44Level 2: MediumThe heart cells need synchronous activation to guarantee the effectiveness of the heart contraction. Knowing this, what kind of synapse is better to fulfill this function?Electrical synapse, because this type of synapse promotes quick signal propagationChemical synapse, because this type of response promotes great modulationElectrical synapse, because this type of response promotes unidirectional propagation45Level 2: MediumWhat is most prevalent type of synapse in the central nervous system?Chemical synapseElectrical synapseBoth are present in the same frequency46Level 2: MediumThe electrical synapse, in comparison to chemical synapse, has:Higher signal propagation speedGreater possibility of modulation of the final responseSignal propagation in only one direction47Level 2: MediumA step of the chemical synaptic transmission is NOT:The binding of neurotransmitters to the communicating gap junctionsThe binding of neurotransmitters to receptors in postsynaptic neuronThe arrival of the action potential in axon terminal of the presynaptic neuron48Level 2: MediumA step of the chemical synaptic transmission is NOT:The fusion of vesicles containing neurotransmitters with the postsynaptic neuronal membraneThe opening of voltage-dependent Ca2+ channels in the terminal of the presynaptic neuronThe fusion of neurotransmitter-containing vesicles with the presynaptic membrane49Level 2: MediumA step of the electrical synaptic transmission is NOT:The fusion of the vesicles containing neurotransmitters with the presynaptic neuronal membraneThe electrical stimulus passage through the gap junctionsThe ion passage through the gap junctions50Level 2: MediumThe electrical synapse favors bidirectional movement of:IonsNeurotransmittersVesicles51Level 2: MediumIn a chemical synapse, after the arriving of action potential in the axon terminal, what is the next step?The opening of Ca2+ voltage-dependent channels in the axon terminalThe release of neurotransmitters in the synaptic cleftThe fusion of vesicles with the presynaptic membrane52Level 2: MediumIn a chemical synapse, after opening of Ca2+ channels, what is the next step?The fusion of vesicles containing the neurotransmitters with the presynaptic membraneThe release of neurotransmitters in synaptic cleftThe neurotransmitter binding to postsynaptic neuron receptor53Level 2: MediumIn a chemical synapse, after releasing the neurotransmitters, what is the next step?The binding of neurotransmitters to postsynaptic neuron receptorThe voltage-dependent Ca2+ channels openingThe vesicles containing the neurotransmitters fusion with the postsynaptic membrane54Level 3: HardA neurotransmitter may NOT bind to:A gap junctionA channel proteinA transmembrane protein55Level 3: HardElectric synapses are present in the unitary smooth muscle and in the cardiac muscle. The properties of this type of synapse are important for:The rapid propagation and synchronous activation of these muscle fibersThe great modulation and fast responseThe unidirectional propagation and synchronous activation of these muscle fibers56Level 3: HardFast electric synaptic transmission favors:A synchronous response of a group of cellsA greater signal modulationBoth57Level 3: HardIn which part of the neuron are the main chemical neurotransmitters synthesized?In the neuronal bodyIn the dendritesIn the axon terminal58Level 3: HardConsidering chemical synapses, we know that ionotropic receptors generate effects on the postsynaptic membrane faster than metabotropic ones. So, what is the advantage of metabotropic receptors?The amplification of the final responseThe excitement of a larger number of cellsThe mobilization of a great number of neurotransmitters59Level 3: HardAfter a chemical synapse, what is a possible destination for the neurotransmitter?The diffusion out of the synaptic cleftEvaporationInternalization by postsynaptic neurons60Level 3: HardAfter a chemical synapse, what is a possible destination for the neurotransmitter?The inactivation by enzymes present in the synaptic cleftEvaporationInternalization by postsynaptic neuron61Level 3: HardAfter a chemical synapse, is it correct to say that an action potential will be generated in the postsynaptic neuron?Only if the sum of stimulus received by the postsynaptic membrane reach the thresholdYes, alwaysNo, never62Level 3: HardA postsynaptic potential is:A graduated electrical potential that can occur in response to a chemical synapseA subtype of action potentialAn electrical potential that can also occur in nonexcitable cells63Level 3: HardPostsynaptic potentials can be summed. This summation can be:Temporal and/or spatialAtemporal and/or specialLocalized and/or specific64Level 3: HardAcetylcholine produces motor plate depolarization and heart hyperpolarization. Norepinephrine produces a stimulatory response in heart and inhibitory response in vascular smooth muscle. What is the main factor that determines these different effects of the same neurotransmitter?The different receptors found in the target cellsThe amount of neurotransmitter releasedThe type of synapse65Level 3: HardAn agonist of a neurotransmitter corresponds to a substance that:Binds to postsynaptic receptor, mimicking the effect of the neurotransmitterBinds to the postsynaptic receptor, nullifying the effect of the neurotransmitterAvoid the neurotransmitter release by presynaptic neuron66Level 3: HardAn antagonist of a neurotransmitter corresponds to a substance that:Binds to the postsynaptic receptor, blocking the effect of the neurotransmitterBinds to the postsynaptic receptor, mimicking the effect of the neurotransmitterAvoid the neurotransmitter release by presynaptic neuron67Level 3: HardThe synapse between a neuron and the skeletal muscle, called neuromuscular junction, is considered infallible. One reason is that:It always uses the same neurotransmitter, acetylcholine, which is released in a large amountIt is a very fast electrical synapseIt always uses the same neurotransmitter, sodium, which is released in sufficient quantities to ensure muscle contraction68Level 3: HardGenerating or not an action potential in the postsynaptic neuron after a chemical synapse depends on:The summation of the postsynaptic potentials generated in the neuron membrane, which can or cannot lead the membrane potential to the threshold.The summation of the action potentials generated on the neuron membraneAfter a chemical synapse, the action potential always occurs in the postsynaptic neuron69Level 3: HardIn an experiment about synaptic transmission, a chemical synapse was placed in a fluid equivalent to extracellular fluid, but without calcium. An action potential was initiated in the presynaptic neuron. Although the action potential reached the axon terminal, the response in the postsynaptic cell did not occur. What conclusion did researchers reach based on this result?That the event between the arrival of the action potential at the presynaptic terminal and the response generation in the postsynaptic neuron is calcium dependentThat all action potentials are calcium dependentThat all liquid fluid must have calcium70Level 3: HardOne of the classes of antidepressants is the selective serotonin receptor inhibitors. What do these drugs do with serotonin activity in synapse?They increase the time that serotonin is available in synaptic cleftThey decrease the time that serotonin is active in synaptic cleftAnything71Level 3: HardWhy are axon terminals sometimes called biological transducers?Because they convert an electrical signal (action potential) to a chemical signal (neurotransmitter)Because they convert a chemical signal (neurotransmitter) into an electrical signal (action potential)Because they generate energyFor the questions, we decided to use an android mobile application (app), which was developed by us (Fig. 2). The app was created using the Massachusetts Institute of Technology App Inventor tool, and the students should download it to their own phone. Screen 1 shows the "Let's Play!" button (Fig. 2A). On screen 2, the students find an access code screen to guarantee their access to the questions only on the day of the intervention; the access code is quizzlfb. (Fig. 2B). On screen 3, the students find three buttons that indicate the three levels of the questions' difficulty (Fig. 2C). According to the space on the board, the player should choose the corresponding level, and the app shows a random question and indicates if the answer is correct or not (Fig. 2D). For a wrong answer, the correct one is show on the screen. The app questions can also be played as a quiz mode for students to use for later studies, in that the same questions were included. As the app was independently developed by the authors, it is not in the Play Store for download. Thus, to download it, it is necessary to check if the security settings of the phone allow it. The app was developed in Portuguese and English, and both versions can be downloaded by the link: https://drive.google.com/drive/folders/1h8Uk-wlpD0mDqCLQXEJqtGqXx3J-ibdr.Fig. 2.Synaptic board game app. A: screen 1 shows the "Let's Play!" button. B: on screen 2 the students find an access code screen to guarantee their access to the questions only on the day of the intervention; the access code is quizzlfb. C: on screen 3, the students find three buttons that indicate the three levels of questions' difficulty. D: according to the space on the board, the player should choose the corresponding level, and the app shows a random question and indicates if the answer is correct or not.Download figureDownload PowerPointThe questions used in the game can vary according to the course and the professor's planning. In addition, the use of an app is optional. Alternative ways to play the game without the app include the use of cards with different questions levels, the use of a list of questions, the formulation of questions by the students during the game, and others.The pawns for the game can be bought or created. In our case, we designed the pawns on our own, using Fusion 360 software and a 3D printer. We used three pawns for each board, one green, one yellow and one blue, according to the meanings previously described.Before the class application, the SBG was tested in three pilot studies with students who had already finished the physiology course, and professors. In the pilots, the number of spaces, the difficulty of the questions, and the game time were the main aspects verified. In addition, the participants of this stage were asked to opine about the game and give suggestions for changes, which were evaluated by the authors.Game application on physiology class.We used the game as an educational tool to reinforce the learning of a subject already taught in a lecture classroom. Forty students from Physiotherapy (54%) and Nursing (46%) careers from a public Brazilian university participated. The mean age of participants was 19 ± 1.60 yr; the participants were 89% female and 11% male. Most of the students (93%) were in the first year, and a minority was in the second year (7%) of the undergraduate program.The SBG was applied in practical classes 3 days after the lecture class about the ST. Previously, the students were invited to participate in the research, and those who accepted signed a consent form. This study was approved by the Institutional Ethics Committee (Institutional Review Board no. 2.496.166).The traditional lecture class lasted ~2.5 h. It aimed to address the main concepts of ST, the differences between chemical and electrical synapses, and to exemplify these concepts with brief applied examples, such as pharmacological ones. In the end of the class, the students were instructed to download an app that would be used for the game in the following class and also received a list of questions to study (not the same as for the SBG).For the application of SBG, the class was divided into three smaller classes. Each class/group has 1 h to play the game. In each class, the students were divided into groups of two or three individuals to play the game. Then the students were instructed about the game rules before it started. After the game was finished, the students answered an opinion questionnaire about the SBG.Evaluation method.A questionnaire (Table 3) composed of six closed questions was used to address the students' opinions about the SBG, including a self-assessment of the students about their performance in the course, their opinion about their learning with the use of the game, and about the game's use in other courses. Besides that, the students were asked to attribute a grade to the activity, considering a scale from 0 to 10. For the closed questions, the absolute frequency was obtained from the data, and the relative frequency was calculated.Table 3. Students opinion about the synaptic board gameQuestionObjectiveAnswersSummary of Responses, n (%)1. How do you rate your performance in this course?To verify students' self-criticism regarding their performance in physiologyGreat2 (5)Good25 (63)Regular13 (33)Bad0 (0)2. Do you think using the SBG contributed to your understanding of the content?To verify students' opinion about game contribution in ST learningYes40 (100)No0 (0)3. Do you think that the SBG is an interesting tool to use in physiology teaching?To verify students' opinion about SBG effectiveness as a tool to use in physiology teachingYes40 (100)No0 (0)4. In your opinion using the SBG in the classroom was .... (Check as many options as you like.)To verify students' general opinion about SBGImportant for your understanding of the ST concepts, complementing the lecture classes37 (93)Essential for your un
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