Macarena Rodríguez-Luengo; Sven Erick Niklander & Diego Luengo-Mai

The teaching of anatomy is based on constructivism where the teacher’s role as facilitator is essential for the emotional bonding of its students. However, there are still some students who are not motivated. The aim of this study was to evaluate the perception of teaching practice and motivation of students of applied anatomy, after the implementation of an intervention proposal based on the selective use of the affective commitment guidelines of the Universal Design for Learning (UDL) and the motivational phases and factors involved. This study corresponded to a mixed observational-descriptive study, with a sample of 30 students of the first year of dentistry who were attending the laboratory of applied anatomy. Consequently, an intervention proposal, previously described in the study “Use of Universal Design for Learning to improve teaching practice and motivation of students in anatomy: an intervention proposal”, was implemented. The qualitative data were analyzed through grounded theory and the quantitative data through a test of signs and proportions. Results with a p value < 0.05 were considered statistically significant. This study has ethical approval. Qualitatively, implementing teacher ́s perception of his or her work determined the categories of co-construction of learning, academic significance, students’ diversity and meta cognition. The implementing teacher ́s and the students’ perception regarding students’ motivation raised the categories of interest, self- determination, self-efficacy and attributions. Quantitatively, the observing teacher perceived that what was carried out by the implementing teacher, generated a significant change in the students’ motivation. The application of the intervention proposal improved teaching practice and, with it, the motivation of students of applied anatomy in dentistry.

KEY WORDS: Anatomy; Teaching practice; Student motivation; Intervention proposal; Universal Design for Learning.

RODRÍGUEZ-LUENGO, M.; NIKLANDER, S.E. & LUENGO-MAI,D. Perceptionofteachingpracticeandstudents’ motivation in anatomy after the application of an intervention proposal. Int. J. Morphol., 43(3):1045-1058, 2025.