Pedagogical challenges in teaching anatomy on a problem-based learning curriculum

Objectives: This study aims to present the experience with several pedagogical tools in a morphofunctional laboratory of a school of medicine in Brazil. Methods: Pedagogical strategies were divided into four categories; support materials, represented by a daily script, in accordance with tutorial sessions; practical activities when professors encouraged the students by an explanation about its content and the objectives to be achieved along the class;complementary (extra) activities with specific script and practice; optional activities represented by consulting periods, visit to anatomical exhibitions, and international courses. Results: Activity scripts (Category 1) allowed students to previous study and to obtain an overview about the lab activities. Practical activities (Category 2) stimulated communication skills and teamwork as well as allowed students to ask questions and doubts. Complementary practices (Category 3) helped students to improve their knowledge based on the correlation between the contents from a new perspective. The optional activities (Category 4) were seasonally offered and showed an opportunity to practice the knowledge in a different reality. Conclusion: The portfolio of activities for teaching anatomy in active teaching-learning methodology was quite variable and contemplated important aspects involved in the whole teaching-learning process.