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c C

AUTHORS: Jean Michel Chuquimarca Mendizábal

Nelly Carolina Larrea Astudillo

Jessica Carolina Analuisa Maiguashca

Estefanía Rocío Cruz Báez

Cintia Carolina Cruz Báez

ADDRESS FOR CORRESPONDENCE: cynthiac1417@live.com

Reception date:

2021

Acceptance date:

2021

ABSTRACT

The subject of Human Anatomy treats in a theoretical and practical way the

morphology of the different systems of a living being, being one of the preclinical

subject's base for every career in the health, through which the future

professional is used to diagnose and cure various pathologies. Worldwide the

teaching of this subject has been through the master class where the teacher is

the one who explains on an illustrative plate to a course of about 40 students,

Ecuadorian universities that offer health careers are not the exception. At

present there are teachers who resort to these traditional practices, which

causes the students community to resort to self-education. This is limited to

the acquisition of knowledge in the appropriate manner, resulting in

disadvantages in the development of the analytical plan. To this end, the objective

is to develop a methodology with learning strategies and techniques through

the use of virtual environments and learning methods to improve academic

performance in the first semester of the Obstetrics Career of the

Central University of Ecuador. In order to achieve this objective, a methodology

based on Design Science has been created, which aims to solve social problems

through the use and application of technological devices. These devices such as

3D models have been implemented together with the Design Science

methodology to positively influence academic performance. (221) In order to

achieve this objective, a methodology based on Design Science has

been created, which aims to solve social problems through the use and application

of technological devices. These devices such as 3D models have been

Investigador Independiente. Ecuador.

Investigador Independiente. Ecuador. E-mail: nclarrea@gmail.com

Investigador Independiente. Ecuador. E-mail: jcarolina2412@gmail.com

Investigador Independiente. Ecuador. E-mail: stefy0008@gmail.com

Investigador Independiente. Ecuador. E-mail: cynthiac1417@live.com

J. Chuquimarca Mendizábal, N. Larrea Astudillo, J. Analuisa Maiguashca, E. Cruz Báez, C. Cruz Báez

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Facultad de Filosofía, Letras y Ciencias de la Educación. Universidad Técnica de Manabí. ECUADOR.

implemented together with the Design Science methodology to positively

influence academic performance. (221) In order to achieve this objective, a

methodology based on Design Science has been created, which aims to solve social

problems through the use and application of technological devices. These devices

such as 3D models have been implemented together with the Design Science

methodology to positively influence academic performance. (221)

KEYWORDS: Academic performance; Human Anatomy; Virtual classroom; 3D

anatomical models.

INTRODUCTION

The Human Anatomy subject provides the fundamental knowledge of the

morpho-function of the different devices and systems of a living organism in

order to deepen clinical and surgical studies throughout the career and guide

the future health professional to be able to treat and identify the various

pathologies that affect the physiological homeostasis of patients. In addition, it

is one of the driest subjects in the preclinical disciplines for health science

students (Parra et al, 2015; Vidal et al, 2019). Mompeó and Félix, (2016)

mention that in the study of clinical subjects the student must have access to

specific teaching resources, such as bones, corpses and models to provide quality

teaching and strengthen learning.

For Martinez and Tuesca (2018), the teaching-learning process has been affected

due to the overcrowding of students in health careers and the lack of specific

didactic resources for each subject of morphological sciences, such as the low

number of pieces anatomical or optimal microscopes for each student, which

leads to an unfavorable result in academic performance and later at a

professional level. In addition, Mera Chóez et al (2018) mention that in the

teaching of preclinical sciences, students must learn literally, what is written in

the texts and dictated by the teacher.

The Obstetrics Career of the Central University of Ecuador has as its mission

access to universal understanding in order to generate research linked to the

development of the human race through social and experimental research and

the correct connection with Ecuadorian society. Therefore, it is intended to train

excellent professionals with high levels of knowledge and academic performance.

Academic performance is the manifestation of skills of an individual that

are in constant development through the learning process, which give them the

possibility of obtaining academic results that are synthesized in a grade

throughout a university or school period (Vizoso & Arias, 2016). Additionally, it

is defined as a relationship between the student's ability to carry out a task

and the effort that she invests in it (Cid-Sillero, 2019).

Figure 1 outlines the factors that affect academic performance:

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Figure 1. Factors of academic performance Source: Own authorship

With the arrival of information technologies in the educational field, new

teaching strategies are being integrated, one of which is the design and

use of virtual environments in educational platforms (Morado & Ocampo, 2019).

Romero (2018) defines educational platforms as a site on the internet where you

can find various support tools for both students and teachers, with interactive

educational activities. Currently they are used for the implementation of online

courses around the world, shortening the distance for students who wish to

continue with their studies. With the help of these platforms, a large repository

of information and tasks can be if students can solve individually and

autonomously as in homogeneous groups within the virtual course,

communication given through forums, chats and even scheduled video calls

(Mendoza & Placencia, 2018).

By implementing the use of virtual learning environments in a higher

education institution, students are given the opportunity to grow autonomously

in the teaching-learning process (González de Dios et al, 2017).

In addition, the application of simulation rooms oriented in a hospital or legal

setting can be evidenced, allowing future professionals to approach the reality

with which they are going to face in their profession. In these simulators they

have the guidance of a teacher who exercises the degree, who can provide

immediate feedback effectively (Guerrero-Hernández et al, 2017). There are

simulators for teaching preclinical subjects in the health area, such as

Anatomiou, whose didactic method is framed to explore the human body in an

J. Chuquimarca Mendizábal, N. Larrea Astudillo, J. Analuisa Maiguashca, E. Cruz Báez, C. Cruz Báez

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immersive 360 ° way with the use of the virtual reality viewer accessory for

smartphones IOS and Android, it is freely accessible (Castro et al, 2019).

Another simulator is Virtual Medical Vision, closed access software (requires

payment) through which students have images of radiographs and

histological plates, its methodology is based on images of real tissues in which

the student can zoom in and out of the photos without distortion, it supports

Windows and Mac (LA Romero, 2018).

Finally, Human Anatomy Atlas for PC, similar to Anatomyou with the difference

that the student does not need an accessory for their mobile device to explore

the human body. It is free software, however to obtain extra tools, it requires

payment. Its methodology is based on systems and apparatus of the human

body that allow separating the organs that are not of study interest and

indicates the names of anatomical structures, it supports all types of devices

(Weyhe et al, 2018).

In a study carried out by Fernández-Vega and collaborators (2020), at the

University of Oviedo in the Medical School, in the Pathological Anatomy subject,

the “Kahoot” platform was used, an application for mobile devices to prepare

quick questionnaires at the end of each class and reinforce knowledge of the

subject. The population of the present study was 55 students, in the

satisfaction survey carried out 90% of the students responded that it is

advisable to use the app or a similar one in each class and 73% that it is

important to use this type of platform in other subjects. As a conclusion, it

is observed that students are receptive to the use of applications on mobile

devices in the classroom, achieving a high number of correct answers in the

questionnaires.

In an investigation carried out by Casas (2020), at the Private University of San

Juan Bautista del Peru in the faculties of Health Sciences, Law, Administrative

Sciences, and Engineering in the subject of Preparation of Research Projects.

The blended modality was used with the help of the Classroom platform where

teachers uploaded the didactic material and a final integrative project. The

study population was 978 teachers of which 98.3% were satisfied with the use

of the platform, 91.8% were easily accessible and 91.6% expressed that the

material was great help for the continuity of the course. The use of the semi-

face-to-face modality was extremely positive and is expected to motivate its

implementation in other subjects.

On the other hand, in a study by Castro (2018), at the University of Las Palmas

de Gran Canaria, Faculty of Medical Sciences, subject of histology. The use of

interactive atlases of histological sections was implemented in the classroom.

The research sample was 158 students, where 54.2% answered in a survey that

facilitates the study of histology when using interactive atlases. The

conclusion was that there is a favorable predilection of students to the use

of digital and interactive atlases over traditional ones, and an increase in

academic performance can be observed.

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Finally, Carino (2015) regarding the incorporation of virtual learning

environments as didactic tools for the study of pathological anatomy in the

dental school of the National University of Trujillo. The population was 31

students, with whom a virtual environment created on the “Moodle” platform

was used, in which the participants had access to videos created by the

teachers, use of virtual microscopes and virtual PBL seminars. Through the

application of a Rochester test of scale 1-7 whose measured parameters

were interest in using the platform, perceived competence, perceived choice

and pressure. The results obtained were that 60% of the students resorted to

the virtual classroom to be able to solve the practical cases of the subject, 13.3%

asked for help from their classmates, 6, 6% consulted additional books and

20% did not perform the tasks. As conclusions, it can be deduced that as the

course progressed, the students became accustomed to using the virtual

classroom and to thinking critically to solve tasks, working autonomously,

and promoting active participation in the classroom.

For this reason, the objective of this research is to determine the effectiveness

of the application of 3D models and anatomical pieces in the academic

performance of students in the first semester of the Obstetrics Career year 2019.

DEVELOPMENT

In the Human Anatomy subject of the Obstetrics Career, there are 60 students,

who were divided into group A (experimental) and group B (control). For group A,

a virtual learning environment was designed and implemented on the Moodle

platform. This environment consists of study materials such as video tutorials

of the teacher of the subject, activities / tasks and evaluations, these being the

same last two used in group A, unlike the study material, since it was carried out

through the projection of images from the Atlas of Human Anatomy book, that is,

without the use of 3D simulators and virtual environment.

The application of the 3D simulator and anatomical pieces was implemented

within the virtual environment designed for the 30 students (group A). The

simulator was projected in the classroom from a computer while the students

followed the app on their cell phones. In this way, the students had the freedom

to manipulate and explore all the anatomical pieces studied to recognize their

characteristics and anatomical accidents of an organ. To reinforce the knowledge

of the class, the students later had the material uploaded in the virtual

classroom. As an activity, the participants had to make a video and an-atlas ,

which will be uploaded at the end of each week on the virtual platform.

For this, an induction workshop was developed on the use of the Moodle

platform aimed at students in group A.

To analyze the results, it was categorized by rating ranges attributed to

knowledge. That is, 9-10 excellence of the subject; 4-8.99 intermediate

knowledge of the subject; 3.99-1 basic knowledge of the subject and 0-0.99

insufficient knowledge of the subject.

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At the end of the semester in the Human Anatomy subject in the Obstetrics

Career, it was possible to obtain data that allow to present the results of

the use of 3D simulators and anatomical pieces compared to traditional classes,

without the use of existing technologies. Figures 2 and 3 show the results obtained

within the topic called "Bones of the lower limb" between the experimental group

and the control group.

It can be seen that in a large percentage

(80%) the students of the experimental group, where the 3D simulator and the

virtual environment were used, obtained a score between 9 and 10 points, while

20% obtained between 4 to 8, 99 points. On the other hand, it is observed in

figure 3 that the control group and the experimental group where 50% of the

students obtained a score between 4 and 8.99 out of 10points in the evaluation

of the subject, while 30% reflect a score of 1 to 3.99 out of 10 and finally 20%

obtained from 0 to 0.99 points.

Excellence and mastery of the subject with the subject with the use of 3D models

was demonstrated for the 80% of the experimental group, as mentioned by

Carino (2015) in his study that the joint use of anatomical pieces and 3D models

are effective and efficient in the field of pathology, producing an increase in

academic performance. intermediate knowledge of the subject as indicated by

Tronchini et al (2018) in terms of the master class was demostratesd by the

50% of the control group, the teacher needs to do a dynamic class so that

students do not lose interest and have high academic performance.

Figures 4 and 5 show the comparison of the pelvimetry issue between

the experimental group and the control group:

Figure 2. experimental group in the subject

of lower limb. Source: Own authorship

Figure 3. control group in the lower limb

theme. Source: Own authorship

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It can be seen that 80% of the students in the experimental group present

excellence and mastery of the subject (Figure 4), reaching a score of 9 to 10 out

of 10 points who used the 3D simulator and virtual environment, while 70%

intermediate knowledge being the control group (Figure 5) with a score of 4 to

8.99 out of 10 points. Scores from 0 to 0.99 out of 10 was reached by the 20%

of the students who used the 3D Simulator and the virtual environment, while

the control group presented 10% of the students.

Finally, only in the control group, 20% of the students obtain a 3.99 out

of 10 qualification, which corresponds to the fact that the knowledge is basic on

the subject, it says that the knowledge is insufficient on the subject. Excellence

and mastery of the subject with the use of the virtual classroom was

demonstrated 80% as mentioned by Lázaro et al (2019), students get better used

to using the platform and increase their academic performance over time when

performing tasks weekly.

Intermediate knowledge of the subject was demonstrated by the 70% as

explained by Soria et al (2019), the master class encourages mechanistic learning

because students memorize the subject, meaningful learning does not occur and

causes poor academic performance. Figures 6 and 7 show the comparison of

the pelvimetry topic between the experimental group and the control group:

Figure 6. experimental group on the subject of

pelvimetry.

Source: Own authorship

Figure 7. control group in the subject of

pelvimetry

Source: Own authorship

Figure 7. control group in the subject of pelvimetry.

Source: Own authorship

Figure 7. control group in the subject of

pelvimetry

Source: Own authorship

Figure 4. experimental group on the subject of

perineum. Source: Own authorship

Figure 5. control group in the perineum

topic perineum. Source: Own authorship

J. Chuquimarca Mendizábal, N. Larrea Astudillo, J. Analuisa Maiguashca, E. Cruz Báez, C. Cruz Báez

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In figure 6 and 7 the comparison of the pelvimetry issue between the

experimental group and the control group is observed, it is evident in figure

6 that 60% of the students of the experimental group where the 3D simulator

and environment were implemented virtual, they obtained a note between 9

and 10 points, while 40% obtained 4 to 8.99 points. On the other hand, in the

control group it is evidenced that 60% of the students managed to achieve a grade

of 4 to 8.99 points, followed by 30% who reached 3.99 to 1 point and only 10%

managed to obtain a high weighting from 9 to 10.

Excellence and mastery of the subject with the use of 3D models in the mobile

app was demonstrated by the 60%, as indicated by Cabero et al (2019) in their

study, the application of the EVA in conjunction with the 3D anatomical model’s

app produces an increase in academic performance and students show more

interest in classes. Figures 8 and 9 show the comparison of the

vascularization issue between the experimental group and the control group:

It can be seen that 70% of the students

in the experimental group present

excellence and mastery of the subject

(Figure 8), reaching a score of 9 to 10

out of 10 points who used the 3D

simulator and virtual environment,

while 70% intermediate knowledge

being the control group (Figure 9) with

a score of 4 to 8.99 out of 10 points;

30% of the students who used the 3D

Simulator and the virtual environment

achieved scores from 4 to 8.99 out of

10, while the control group presented

10% of the students basic knowledge of the subject. Finally, only in the control

group, 20% of the students obtain a 9-10 out of 10 qualification that corresponds

to the domain of the subject.

As indicated by Castro et al (2019), by implementing an immersive 3D

model application, students are motivated to learn and actively participate with

the teacher, promoting collaborative learning and critical thinking.

Figure 8. experimental group on the topic of

vascularization Source: Own authorship

Figure 9. control group on vascularization

issue Source: Own authorship

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CONCLUSIONS

The academic performance of the first semester students of the obstetrics

career before the application of the 3D models was low since the students do

not know the structures of the pelvic region. Fernández & Aguado (2017) affirm

that the traditional method favors repetition techniques for memorizing the

contents. This factor caused short-term learning as students were not able to

remember anatomical structures.

The improvement of the academic performance of the students of the first

semester of the obstetrics career was carried out through the implementation of

3D models and anatomical pieces. Basurto & Hernández, (2018) state that

when students are in a simulator, they lose their fear of real situations and

learn from their mistakes. This aspect made it possible to potentiate autonomous

learning since the students discover by themselves the correct location of the

anatomical structures.

The application of 3D models and anatomical pieces in the experimental

group increased the academic performance of obstetrics students since the

students obtained a score higher than 9 points out of 10. Bonilla et al, (2019)

mention that the application of 3D simulators in the classes allows students to

participate actively and show more interest in learning. This factor produced

innovative learning, with high levels of academic performance in the anatomy

subject, because the students felt motivated to interact in both face-to-face and

virtual classes.

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