The Illustration as a Teaching Method to Understand Disability in Students of a Neuroscience Master's Program

Abstract

Reading and understanding manuscripts and scientific texts dealing with the clinical manifestations of people with disabilities is an essential part of teaching disability in health science courses. The aim of the work was to stimulate students' reflection on cognitive and motor disability through illustration. The following teaching methods were used: project-based learning, expository method and problem and exercise solving. Specific topics dealing with different neurological disorders were presented. Students were asked to read scientific and non-scientific documents (pills, blogs, etc.) and represent the content through drawings and illustrations. The activity was evaluated using a Microsoft Forms® questionnaire. Twenty-one students (100% of enrolled students) of the neurological assessment course of the Master in Motor Neurocontrol (aged between 23 and 40 years) participated. The students gave a score of more than four (out of five) to the items assessed. In conclusion, the teaching initiative described above allowed the construction of a reflective scenario, away from the pressure of assessment and closer to art, which allowed students to capture and improve their knowledge of disability through drawing.

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