Abstract
Objective:to investigate the influence of the application of new methodologies on learning and the motivation of students of the Anatomy discipline.Method:randomized, longitudinal, prospective, intervention study. Sixty-two students were recruited to assess the impact of different methodologies. The sample was randomized to compare the results of teaching with a 3D atlas, ultrasound and the traditional method. The parameters were assessed through a satisfaction evaluation questionnaire and anatomical charts. Repeated measures ANOVA was used to determine statistical significance.Results:in terms of the usefulness of the seminars, 98.1% of the students considered them to be very positive or positive, stating that they had stimulated their interest in anatomy. The students who learned with the 3D atlas improved their understanding of anatomy (p=0.040). In general, the students improved their grades by around 20%.Conclusion:the traditional method combined with new technologies increases the interest of students in human anatomy and enables them to acquire skills and competencies during the learning process.
Highlights
Human anatomy courses are obligatory in every year of Health Sciences programs
Concerning the usual anatomy study method, 53.3% chose a combination of textbooks, videos and 3D atlas for their studies, whereas 33.3 % only used textbooks, dedicating 3.03 ± 3 hours of study per week to anatomy. 70% reported having prior knowledge of anatomy
Regarding the data obtained for the primary objective, the mean score of the students for the charts before the seminars was 3.46 ± 1.8 points out of ten, the highest rate of correct answers was in relation to the lateral compartment of the leg chart (4.74 ± 3.12 points) and the highest rate of incorrect answers occurred in the lateral compartment of the leg and internal region of the ankle, with 0.50 ± 1.55 points
Summary
Human anatomy courses are obligatory in every year of Health Sciences programs. Studying and understanding the subject requires different skills on the part of students, as well as considerable effort to consolidate their knowledge of the different body structures, communication through precise technical language and adequate body spatial orientation. There is a complex balance between knowledge acquisition, skills and learning results. It is challenging and necessary for professors to upgrade their skills in order to improve the quality of their teaching. The learning process, combined with the challenge of memorizing relevant information, involves the skill of using resources to find, assess and apply this information. The volume of content in the subject of anatomy leaves students little time to improve their understanding and integration of concepts[1]
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