Immersive learning with virtual teaching resources in the teaching of Neuroanatomy

Abstract

Introduction. Education in virtuality requires adaptability of both students and teachers. This study aimed to demonstrate the importance of these information technologies in the formative learning of medicine from its anatomical bases. Objective. To create a virtual museum, as well as its diffusion on the free-access Web and the evaluation of the impact on the participating students, both in its creation and in the degree of satisfaction of the course with this methodology. Methodology: To conduct the research, a quantitative, descriptive, transversal, field and non-experimental study was developed. 27 students of the subject of Neuroanatomy participated, with the preparation of all the material to be used, three-dimensional models, anatomical models and graphic techniques and even dissections in non-human tissues; for the evaluation of the participation of the process in the learning and satisfaction, two self-administered survey questionnaires, designed for this purpose, were used. Results: 70.4% of the students surveyed were very satisfied with the content of the subject taught in the academic period, likewise, 92.6% of the students acquired the appropriate knowledge for the semester and 85,2 % of them indicated that they had a good degree of satisfaction. Conclusions: The results achieved regarding the satisfaction with the content and acquired knowledge, demonstrated the importance of applying innovative methods using digital tools. Consequently, the students' immersion in the creation of the digital museum contributed to increasing their learning with a good degree of satisfaction.