Keywords
Dermatomes
Active learning methodologies
Medical Education
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Abstract
Objective: To report an experience in teaching dermatomes to medical students. Experience report: The pedagogical approach involved active and participatory learning about the complex division of dermatomes. The active methodology, gamification and feedback were the pillars of this practice. Students were organized into groups to promote collaboration and collective construction of knowledge. Each group created a "dermatome mannequin" out of recyclable materials, providing a tangible connection to the content. Gamification challenged students to develop games that tested their knowledge about dermatomes. Continuous and constructive feedback was provided to encourage self-reflection and improvement of creations and strategies. Final considerations: The creation of playful materials for the study of dermatomes stands out as an innovative and effective strategy. The positive results demonstrate the importance of offering practical and creative opportunities to deepen students' understanding of this anatomofunctional division. The collaborative and dynamic approach reflects the nature of modern medical practice. It is recommended that this approach be continued and expanded to make the study of dermatomes more accessible, memorable, and meaningful for future physicians.
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