Perceptions of academic monitoring in the teaching of Basic and Comparative Histology

Abstract

Introduction: Academic monitoring is a teaching support activity that helps students with learning difficulties, contributes to improving the quality of teaching and stimulates interest in teaching. Aim: This experience report presents the data obtained and the monitor's perceptions during his activities in the Basic and Comparative Histology discipline of two classes of the undergraduate course in Biological Sciences at a higher education institution. Method: In the academic semesters of 2017 and 2018, the monitor obtained the frequency of demand for the monitoring and for the contents of each evaluation, the contents of greater and lesser difficulty of the discipline, and the degree of student satisfaction in relation to the complementary material produced. The students' reports and the monitor's reflections about what was experience were also analyzed. Results: The results showed that the frequency of looking for the monitor increased over the two school semesters, and that the interpretation and layout of the photomicrographs was one of the most sought after contents by both classes, but not the most difficult. In this regard, the content on cartilaginous, nervous, blood and circulatory system tissues were considered the most difficult, but without consensus among the classes. However, both agreed that the supplementary material produced was useful. For the monitor, this experience proved to be fundamental for his personal, academic and professional growth. Conclusion: Thus, academic monitoring enabled the deepening of the discipline's contents and the development of didactic and pedagogical skills by the monitor, as well as a diagnostic tool for the teacher.