The Social Representations (SR) of Graduate Medical Laboratory Science (MLS) Students about Parasitology: a comparative analysis between pre and post-instruction.
DOI:
10.37618/PARADIGMA.1011-2251.2023.p460-479.id1346Palabras clave:
social representations, parasitology, teaching, medical laboratory sciences.Resumen
Parasitology is part of the Medical Laboratory Science (MLS) program curriculum. A long list of parasites of medical importance need to be covered in a short amount of time to prepare these students for their professional practice. Social representations (SR) constitute commonsense knowledge, created daily under the influence of communicative processes, and constructed while we play our roles in our social contexts. In a student-centered course, it’s paramount to understand students’ prior knowledge to effectively teach them new skills. In this study, we aimed at describing the SR of MLS students related to “Parasitology” before and after instruction. Fourteen MLS students were surveyed, and their SR related to parasitology was assessed using a free evocation test and the IRAMUTEQ software. Results showed that in pre instruction, students used words more related to general biological aspects of parasites to describe parasitology. After instruction, well in line with the content and objectives of the course, students used words more closely related to medical parasitology as those related to the morphology and diagnosis of parasites. This indicates that the course was able to change the students’ SR related to parasitology.Descargas
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ERNST‐VINTILA, A.; DELOUVÉE, S.; ROLAND‐LÉVY, C. Under threat. Lay thinking about terrorism and the three‐dimensional model of personal involvement: a social psychological analysis. Journal of Risk Research, 14, n. 3, p. 297-324, 2011. https://www.tandfonline.com/doi/abs/10.1080/13669877.2010.533468
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MOSCOVICI, S.; LAGE, E.; NAFFRECHOUX, M. Influence of a consistent minority on the responses of a majority in a color perception task. Sociometry, p. 365-380, 1969.
PALMIERI, J. R.; ELSWAIFI, S. F.; FRIED, K. K. Emerging need for parasitology education: training to identify and diagnose parasitic infections. Am J Trop Med Hyg, 84, n. 6, p. 845-846, Jun 2011. https://www.nature.com/articles/s41599-022-01246-w
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STROMBERG, B. E. Teaching veterinary parasitology: the North American perspective. Vet Parasitol, 108, n. 4, p. 327-331, Oct 2 2002. https://pubmed.ncbi.nlm.nih.gov/12354462/
WACHELKE, J. Social representations: a review of theory and research from the structural approach. Universitas Psychologica, 11, n. 3, p. 729-741, 2012. https://www.redalyc.org/pdf/647/64724634004.pdf
WACHELKE, J.; WOLTER, R.; RODRIGUES MATOS, F. Effect of the size of the sample in the analysis of evocations for social representations. 2016. http://www.scielo.org.pe/scielo.php?script=sci_arttext&pid=S1729-48272016000200003
WOLTER, R. The structural approach to social representations: Bridges between theory and methods. Psico-USF, 23, p. 621-631, 2018. https://www.scielo.br/j/pusf/a/3wz8n3XTnbygvzNK73YChSM/?lang=en
WOLTER, R. P.; WACHELKE, J.; NAIFF, D. A abordagem estrutural das representações sociais e o modelo dos esquemas cognitivos de base: perspectivas teóricas e utilização empírica. Temas em Psicologia, 24, p. 1139-1152, 2016.
ABRIC, J.-C. Méthodes d'étude des représentations sociales. Erès, 2003. 2749228212. https://www.editions-eres.com/ouvrage/1228/methodes-d-etude-des-representations-sociales
CAMARGO, B. V.; JUSTO, A. M. IRAMUTEQ: a free software for analysis of textual data. Temas em psicologia, 21, n. 2, p. 513-518, 2013. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1413-389X2013000200016
COX, F. E. History of human parasitology. Clin Microbiol Rev, 15, n. 4, p. 595-612, Oct 2002. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC126866/
DANY, L.; URDAPILLETA, I.; LO MONACO, G. Free associations and social representations: some reflections on rank-frequency and importance-frequency methods. Quality & Quantity, 49, n. 2, p. 489-507, 2015. http://www.europhd.net/sites/default/files/images/onda_2/07/30th_lab/key_lectures/lo_monaco/lo_monaco_free_association_sr.pdf
DAVID, A. A. A Student-Centered Framework for Teaching Undergraduate Parasitology. Trends Parasitol, 33, n. 6, p. 420-423, Jun 2017. https://pubmed.ncbi.nlm.nih.gov/28187988/
EDRISSIAN, G.; ROKNI, M. B.; MOHEBALI, M.; NATEGHPOUR, M. et al. History of Medical Parasitology and Parasitic Infections in Iran. Arch Iran Med, 19, n. 8, p. 601-607, Aug 2016. https://pubmed.ncbi.nlm.nih.gov/27544371/
ERNST‐VINTILA, A.; DELOUVÉE, S.; ROLAND‐LÉVY, C. Under threat. Lay thinking about terrorism and the three‐dimensional model of personal involvement: a social psychological analysis. Journal of Risk Research, 14, n. 3, p. 297-324, 2011. https://www.tandfonline.com/doi/abs/10.1080/13669877.2010.533468
FLAMENT, C. Structure, dynamique et transformation des représentations sociales, dans Abric, JC (dir.), Pratiques sociales et représentations. Paris: PUF.[Google Scholar], 1994. https://repositorio.ipl.pt/bitstream/10400.21/10578/1/A%20Abordagem%20Estrutural%20das%20Representa%C3%A7%C3%B5es.pdf
JABBAR, A.; GASSER, R. B. Special issue - Learning and teaching of veterinary parasitology. Vet Parasitol, 253, p. 120-121, Apr 15 2018. https://pubmed.ncbi.nlm.nih.gov/30173728/
JABBAR, A.; GASSER, R. B.; LODGE, J. Can New Digital Technologies Support Parasitolocy Teaching and Learning? Trends in Parasitology, 32, n. 7, p. 522-530, Jul 2016. https://pubmed.ncbi.nlm.nih.gov/27131629/
KOLODZIEJ, P.; TUSZYNSKA-BOGUCKA, W.; DZIENKOWSKI, M.; BOGUCKI, J. et al. Eye Tracking-An Innovative Tool in Medical Parasitology. J Clin Med, 10, n. 13, Jul 4 2021. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8268455/
LAHLOU, S.; ABRIC, J.-C. What are the" elements" of a representation? Papers on social representations, 20, n. 2, p. 20.21-20.10, 2011. https://www.researchgate.net/profile/Saadi-Lahlou/publication/270686993_What_are_the_elements_of_a_representation/links/55107ae20cf2ba84483f1948/What-are-the-elements-of-a-representation.pdf
LINDER, E.; LUNDIN, M.; THORS, C.; LEBBAD, M. et al. Web-based virtual microscopy for parasitology: a novel tool for education and quality assurance. PLoS Negl Trop Dis, 2, n. 10, p. e315, 2008. https://pubmed.ncbi.nlm.nih.gov/18941514/
LO MONACO, G.; PIERMATTÉO, A.; RATEAU, P.; TAVANI, J. L. Methods for studying the structure of social representations: A critical review and agenda for future research. Journal for the Theory of Social Behaviour, 47, n. 3, p. 306-331, 2017. https://www.researchgate.net/publication/305150144_Methods_for_Studying_the_Structure_of_Social_Representations_A_Critical_Review_and_Agenda_for_Future_Research
MCKAY, D. M.; SUMMERS, M.; BURET, A. G.; EMMETT, T. et al. Rethinking Graduate Education in Parasitology: A Case Study. Trends Parasitol, 35, n. 9, p. 665-668, Sep 2019. https://pubmed.ncbi.nlm.nih.gov/31153720/
MOSCOVICI, S.; LAGE, E.; NAFFRECHOUX, M. Influence of a consistent minority on the responses of a majority in a color perception task. Sociometry, p. 365-380, 1969.
PALMIERI, J. R.; ELSWAIFI, S. F.; FRIED, K. K. Emerging need for parasitology education: training to identify and diagnose parasitic infections. Am J Trop Med Hyg, 84, n. 6, p. 845-846, Jun 2011. https://www.nature.com/articles/s41599-022-01246-w
PFEIFFER, C. N.; JABBAR, A. Adaptive e-Learning: Emerging Digital Tools for Teaching Parasitology. Trends Parasitol, 35, n. 4, p. 270-274, Apr 2019. https://pubmed.ncbi.nlm.nih.gov/30738631/
RATINAUD, P. IRaMuTeQ: Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires. Téléchargeable à l’adresse: http://www.iramuteq.org, 2009.
ROUQUETTE, M. L. Représentations et pratiques sociales: une analyse théorique. Représentations sociales et éducation, p. 133-142, 2000. https://www.cairn.info/revue-bulletin-de-psychologie-2012-1-page-77.htm
SÁ, C. P. Núcleo das Representações Sociais. revista. : Petrópolis: Vozes 1996. https://www.passeidireto.com/arquivo/66729752/sa-c-p-nucleo-central-das-representacoes-sociais-petropolis-rj-vozes-1996
SÁ, C. P. d. Núcleo central das representações sociais. In: Núcleo central das representações sociais, 2002. p. 189-189.
SILVA, N. M. d. A. O conceito de natureza a partir das representações sociais dos participantes da residência pedagógica. 2019. https://pos-graduacao.uepb.edu.br/ppgecm/download/disserta%C3%A7%C3%B5es/mestrado_acad%C3%AAmico/2019/Dissertacao-Nathalya-Marillya-de-Andrade-Silva.pdf
STROMBERG, B. E. Teaching veterinary parasitology: the North American perspective. Vet Parasitol, 108, n. 4, p. 327-331, Oct 2 2002. https://pubmed.ncbi.nlm.nih.gov/12354462/
WACHELKE, J. Social representations: a review of theory and research from the structural approach. Universitas Psychologica, 11, n. 3, p. 729-741, 2012. https://www.redalyc.org/pdf/647/64724634004.pdf
WACHELKE, J.; WOLTER, R.; RODRIGUES MATOS, F. Effect of the size of the sample in the analysis of evocations for social representations. 2016. http://www.scielo.org.pe/scielo.php?script=sci_arttext&pid=S1729-48272016000200003
WOLTER, R. The structural approach to social representations: Bridges between theory and methods. Psico-USF, 23, p. 621-631, 2018. https://www.scielo.br/j/pusf/a/3wz8n3XTnbygvzNK73YChSM/?lang=en
WOLTER, R. P.; WACHELKE, J.; NAIFF, D. A abordagem estrutural das representações sociais e o modelo dos esquemas cognitivos de base: perspectivas teóricas e utilização empírica. Temas em Psicologia, 24, p. 1139-1152, 2016.
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07-07-2023
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Oliveira, A., de Oliveira Luna, K. P. ., & de Andrade Silva, N. M. . (2023). The Social Representations (SR) of Graduate Medical Laboratory Science (MLS) Students about Parasitology: a comparative analysis between pre and post-instruction. PARADIGMA, 44(3), 460–479. https://doi.org/10.37618/PARADIGMA.1011-2251.2023.p460-479.id1346
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