THE USE OF DRAWINGS AS A LEARNING STRATEGY IN HEMATOLOGY CLASSES: THE CONSTRUCTION OF KNOWLEDGE BY THE STUDENT

Abstract

The study of hematology is multifaceted, requiring students to have both theoretical knowledge and prior ability to visualize complex microscopic structures. This work evaluated the impact of a methodology, using drawings of leukocyte morphology along with their morphofunctional description, with students from the Pharmacy course. This is a descriptive study, with a qualitative and quantitative approach, developed with 40 students enrolled in the Basic Hematology course of the Pharmacy program. Initially, the teacher gave a theoretical-practical presentation on the main characteristics of leukocytes, using microscopic slides to introduce and contextualize the content. Then, the students were instructed to draw the visualized cells and describe them in terms of morphology and function. Subsequently, a microscopic quiz was conducted to identify cell types before and after the activity, allowing for a comparative analysis. Finally, a Google Forms evaluation questionnaire was applied. As a result, a significant level of participation in the proposed activity was observed, with 35 students (87.5%) taking part. Regarding the assessment of self-perception of knowledge, a substantial modification was observed in the parameters presented by the students after the strategy, with the consolidation of learning. Regarding the activity's contribution to academic life, 85.7% of participants stated that the methodology helped elucidate robust concepts associated with cells, and 59.5% reported that the proposal facilitated microscopic visualization. It was concluded that the leukocyte drawing activity was effective in strengthening learning and connecting the practical and theoretical aspects of the Basic Hematology discipline.