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International Journal of Morphology

On-line version ISSN 0717-9502

Abstract

ALGIERI, Rubén Daniel et al. EVEA in Anatomy: Accession and Content Management by Area. Int. J. Morphol. [online]. 2014, vol.32, n.3, pp.850-859. ISSN 0717-9502.  http://dx.doi.org/10.4067/S0717-95022014000300018.

Preliminary studies and qualitative and quantitative benefits ratified the use of virtual environments for teaching and learning (VLE) in both anatomy and cognitive performance and socio-pedagogical aspects. The objective of the present study was to assess adherence, content management and use of undergraduate students as a EVEA areas that make up matter and user characteristics. An observational, retrospective and cross-sectional study on usage characteristics and content management (administrative and academic) activities of clinical anatomy (anatomical-surgical and anatomical-imaging) through a VLE in 309 of the 2011 students. Activities were divided by subject areas and applied statistical parameters (descriptive and inferential) results. The work complied with the ethical and legal regulations. The majority entered EVEA from public spaces with free and mobile computers. The 3 areas had an average of 4/5 weekly earnings, the difference being that during splanchnology users were not admitted on the day of cadaveric practical work and the longer residence time activities with clinical and surgical cases had higher completion attempts with worse outcomes. The working hours were correlated with parameters of use (quantity and time of logging). In conclusion adherence to the virtual space provided according to specific subject areas that were related to labor characteristics of users and affected the yield obtained in the activities according to the teaching strategy of them.

Keywords : Anatomy; Pedagogy; Virtual space for teaching and learning; Accession; Management.

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