EMBRYOLOGY TEACHING

A REPORT ON THE USABILITY EVALUATION AND STUDENTS’ PERCEPTION OF A MULTIMODAL DIDACTIC WORKBOOK

Abstract

Introduction: Embryology teaching presents challenges related to the complexity of the content and the need for an integrated understanding of developmental processes. In this context, structured and multimodal educational materials may enhance learning and student engagement. Objective: To report on the usability evaluation of and students’ perceptions regarding an educational workbook developed for the Human Embryology course. Experience report: This is an experience report on the use of a multimodal educational workbook developed to support classes in the Human Embryology course of the Nursing program at Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil. The material, organized into chapters corresponding to the course contents, integrated concise texts, schematic representations, exercises, and clinical cases, and was used throughout the academic semester as support for classroom activities and extracurricular study. The evaluation of the experience of using the material was conducted through a quantitative-qualitative approach, using an anonymous questionnaire composed of closed-ended and open-ended questions applied to students enrolled in the course. High acceptance of the material was observed, with predominantly positive evaluations regarding ease of use, organization, and contribution to learning. The frequency of use was high both during classes and in individual study. Students highlighted the integration of texts, images, exercises, and digital resources as elements that facilitated understanding and engagement. Qualitative responses demonstrated the material’s potential to support learning, promote active student participation, and encourage autonomous study, as well as indicating high student involvement in the evaluation process. Conclusion: The educational workbook proved to be a feasible and well-accepted resource, with the potential to promote active learning in Embryology teaching. The integration of multiple representations and the structured organization of content constitute promising strategies for teaching basic science disciplines in health-related programs.