Teaching Human Anatomy in Health Sciences through Information and Communication Technologies.

Abstract

Introduction: Application of information and communication technologies (ICT) in the teaching of Human Anatomy and Physiology within Health Sciences programs. Objectives: To analyze the outcomes of a second experiment evaluating the contribution of ICT to teaching and their impact on the academic performance of students enrolled in Human Anatomy and Physiology courses within a Health Sciences degree program. Materials and Method: The study followed a quasi-experimental design with a longitudinal approach and mixed methodology. The population was made up of 658 first-year learners enrolled in a Health Sciences program, and the sample included 590 students from the same cohort. A random probabilistic sampling method was applied. Prior to data collection and after obtaining informed consent, two instruments were administered: assessment rubrics (for evaluation activities) and a closed, anonymous, multiple-choice questionnaire. Both instruments were reviewed, refined and validated by expert faculty members with extensive experience in teaching and research. Results: The findings showed that variables such as motivation, content systematization and comprehension had a significant impact on academic performance, especially in the Cases group, where ICT were used more intensively. The most noteworthy result appeared in the final grades: for the High-performance indicator (scores above 6), the difference between the Cases and Control groups was approximately 31%. Regarding the studied population, it was observed that 47% of the students in both groups belonged to the age group over 30 years. Conclusions: Reflecting on academic performance ―as the observable outcome of the variables studied― it can be argued that this is a direct consequence of the teaching-learning process. This process is influenced both by the learner’s abilities, which are partly conditioned by age, and by the challenge faced by the education system promoting meaningful learning.