Students’ Perception of Virtual Adaptations in Human Anatomy Courses by the SARS-CoV-2 Contingency
Abstract
The (COVID-19) pandemic modified the ways of teaching and learning, switching from face-to-face classes in classrooms and laboratories to non-synchronous or asynchronous non-face-to-face classes on virtual platforms. Human anatomy courses require internships to understand anatomical structures. Objective: it is intended to explore the perception of the students of Medicine, Nursing and Psychology about the methodologies, content and didactics of learning that were developed in three courses of human anatomy adapted to the pandemic. Methodology: cross-sectional observational study, using fifteen-question on an online survey, conducted at the end of semester 2020-I about perception; scope of expectations; instructions; learning activities; probability of recommending only virtual, combined or face-to-face courses and points for or against the virtual methodology used. The study in 157 students participated, this way: 56 % (88/157) medical anatomy course, 27 % (43/157) morphology course and 17 % (26/157) neuroanatomy course. Results: a variety of assessments were found for or against adaptations made for anatomical virtual education amid the contingency. However, points in favor of virtuality such as the possibility of recording and not physical displacement plus access to models of computer anatomy, fail to overcome the comprehension of a teacher and the enthusiasm that awakens the palpable.
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References
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