Avaliação de videoclipe para aprendizagem da fisiologia da lactação por estudantes de curso graduação da saúde

Abstract

INTRODUCTION: This study was anchored in Ausubel's Theory of Meaningful Learning, in line with innovative pedagogical proposals mediated by educational technologies. Guided by the Knowledge Translation into Action Model, with the development of the Application Cycle of the tool for learning the physiology of lactation translated into a video clip format for the population of undergraduate health students. OBJECTIVE: To evaluate a care-educational technology of the video clip type for learning the physiology of lactation by undergraduate health students; its suitability by students regarding interactivity, purpose, relevance, and clarity; the results in learning the content; the barriers, facilitators, and mental workload for the use of the video clip by these students. METHODS: Quasi-experimental study, with a population of undergraduate health students from a public university located in the countryside of Rio Grande do Sul, Brazil. The parts of the online form were: pre-test of knowledge; presentation of the video clip called "Lactashow: the lactation cycle"; evaluation from the Assistive Technology Assessment tool; open questions to know the barriers and facilitators for the use of technology; post-test of knowledge; evaluation of mental workload with the NASA Task Load Index instrument. RESULTS: The study included 111 undergraduate students from different health courses, 72.1% were women, 95.5% watch videos in their study routine, 52.3% indicated the offer of a discipline addressing this content and 30.6% acknowledged having some knowledge on the subject acquired outside the undergraduate course. After undergoing the educational intervention, they indicated (n = 88) that the attributes interactivity, objective, relevance, and clarity had an average of 1.71, 1.77, 1.64, and 1.77, respectively. The facilitators for the use of technology were music, audiovisual, accessibility, comprehensibility, and attractiveness. The barriers indicated were speed and the need for prior knowledge of the subject. The moment after the intervention, for 81 students, the technology favors learning: the physiology of lactation begins in gestation (92.6-95.1), the hormones progesterone and estrogen command the preparation of the breast for lactation (25.9-50.6); lactation begins soon after birth (38.3-45.7); prolactin is the milk production hormone (92.6-95.1), oxytocin is the milk ejection hormone (70.4-82.7) and the hypothalamus is responsible for releasing these hormones (54.3- 64.2). The students (n = 26) considered the mental workload to which they were subjected was low (overall = 39.03). CONCLUSION: The video clip is a suitable tool for use with undergraduate health care students and meets the attributes of interactivity, purpose, relevance, and clarity and promotes learning with low mental workload demand. The thesis defended is that Lactashow has significant potential for the promotion of non-arbitrary and non-literal learning, as this care-educational technology stimulates interaction with the learner's cognitive structure, being a subsuncer for those who have no prior knowledge about the physiology of lactation.