Jessica Goset Poblete; Nury Pérez Cárdenas; Felipe Figueroa Larenas; Sven Niklander Ebensperger; Diego Luengo Mai & Macarena Rodríguez Luengo

In 2020, the COVID-19 pandemic forced all university teaching to be taught online, including the teaching of human anatomy. The objective of this work was to evaluate the students' perception regarding digital resources and active strategies used in the online version of the human anatomy subject. The sample consisted of 77 first-year dentistry students who were studying anatomy. For data collection, a self-application questionnaire and three focus groups with semi-structured questions were used. Quantitative data were analyzed with descriptive statistics and qualitative data using grounded theory. The qualitative analysis determined 6 relevant categories expressed by the students: possibility of working collaboratively, feedback spaces, type of information, use of the material, perception of the academic and the time factor. Regarding the quantitative analysis, the manual of Applied Anatomy for Dentistry Students was the best evaluated digital resource (p<0.005), which was statistically significant. It was followed by the Visible Body 3D atlas as the second best evaluated digital resource (p < 0.005). While the analysis of clinical cases and the making of drawings were the best evaluated active strategies, they were statistically significant (p<0.005). The most recommended digital resource by the students, was the manual (30.4 %) followed by the Visible Body 3D atlas (28.5 %). The most recommended active strategy was group labeling of manual models (37.5 %). Students positively perceive the virtualization of the subject, highlighting the role of the teacher through feedback and peer interaction.

KEY WORDS: Anatomy; Distance education; Dental education; Problem based learning.

GOSET, P. J.; PÉREZ, C. N.; FIGUEROA, L. F.; NIKLANDER, E. S.; LUENGO, M. D. & RODRÍGUEZ, L. M. Dentistry students' perception of the online anatomy subject in times of COVID-19. Int. J. Morphol., 40(3):545-552, 2022.