VIRTUAL ENVIRONMENTS AND HUMAN ANATOMY LEARNING ACHIEVEMENTS IN UNIVERSITY STUDENTS.

Abstract

Introduction: Virtual learning is characterized by the fact that the sender and the receiver are not present in the development of the learning sessions or in the same physical space; it can be synchronous or asynchronous. In certain subjects such as Human Anatomy, the teaching was face-to-face, which is why the question arose whether the virtual teaching of human anatomy was effective or ineffective.

Objective: To determine the relationship between virtual environments and learning achievements in the subject of human anatomy in students of a Peruvian university during the COVID-19 pandemic.

Methods: Quantitative, descriptive correlational study, 187 undergraduate students participated in the Human Anatomy subject of the Faculty of Human Medicine of the Universidad Nacional Mayor de San Marcos. The virtual survey was used as a technique and a Likert-type scale as an instrument, whose content validity coefficient was 0.9062 and reliability, applying Cronbach's Alpha, was 0.956.

Results: Of 100% (187), 82.9% (155) of the respondents considered the virtual environment favorable and 17.1% (32) considered it unfavorable. Of those who responded favorably, the learning achievement was considered: Good 53.5% (100); regular 21.4% (40); greater 6.4% (12) and minimum 1.6% (3). The virtual environment and learning achievements are related according to Pearson=7.785, p value=0.051 less than ɑ=0.10 and there is a moderate association with Cramer's V 0.204.

Conclusions: There is a moderate association between the virtual environment and the learning achievement of the subject of human anatomy.