Publication: El dibujo como herramienta para aprender anatomía: diseño y aplicación de un método
Authors
Martínez Carracelas, Elena ; Fernández-Villacañas Marín, Miguel Ángel ; Moreno Cascales, María Matilde ; Flores Funes, Diego
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Publisher
Universidad de Murcia: Servicio de Publicaciones
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DOI
https://doi.org/10.6018/edumed.639031
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info:eu-repo/semantics/article
Description
Abstract
La anatomía es fundamental en la Educación Médica. Este estudio evalúa un método paraaprender la anatomía del cráneo y mejorar la comprensión tridimensional mediante dibujossistemáticos. Se llevó a cabo un estudio cuasiexperimental con 67 estudiantes voluntarios deprimer curso de medicina para evaluar la influencia del uso de un método de dibujo durante lasclases para mejorar el nivel de conocimientos anatómicos y la comprensión tridimensional. Losestudiantes asistieron a un taller de dibujo de cuatro sesiones para trabajar las cuatro proyeccioesanatómicas básicas del cráneo. En cada sesión realizaron un dibujo libre y otro siguiendo elmétodo, siendo evaluados ambos comprobando la presencia de 25 ítems anatómicos predefinidos.Su progreso se evaluó comparando las puntuaciones obtenidas al inicio y al final del taller con laprueba de los rangos de Wilcoxon. Asimismo, se compararon las puntuaciones medias de laasignatura Anatomía General del Aparato Locomotor de los participantes en el taller y del resto dealumnos que no participaron con la prueba U de Mann-Whitney. Por último, los alumnosevaluaron la actividad mediante una encuesta de satisfacción. Se observó un aumento en laspuntuaciones de los dibujos. El primer dibujo de la primera sesión obtuvo una mediana de 8/25±4,0, mientras que el primer dibujo de la cuarta sesión alcanzó una mediana de 11/25 ±5,0 (p=0,00).Las puntuaciones del segundo dibujo en la corrección objetiva fueron de 23/25 ±4 en la primerasesión y de 25/25 ±1 en la cuarta sesión, respectivamente (p=0,00). Se encontraron diferenciasestadísticamente significativas entre los dos grupos. Los estudiantes que participaron en el tallerobtuvieron mejores calificaciones en todos los exámenes finales (teóricos y prácticos). Laexperiencia fue valorada de manera muy positiva. Este estudio concluye que el método deaprendizaje tuvo una influencia positiva en el aprendizaje de la Anatomía y que la asistencia altaller mejoró el nivel de conocimiento, la capacidad de discriminar detalles y la comprensióntridimensional del cráneo.
Anatomy is fundamental in Medical Education. This study evaluates a method of learning skullanatomy and improving three-dimensional comprehension through systematic drawings. A quasiexperimental study was carried out with 67 volunteer first-year medical students to evaluate theinfluence of using a drawing method during classes to improve the level of anatomical knowledgeand three-dimensional understanding. Students attended a four-sessions drawing workshop towork on the four basic anatomical views of the skull. In each session they made one free drawingand another one following the method, both being evaluated checking the presence of 25predefined anatomical items. Their progress was assessed by comparing the scores obtained at thebeginning and at the end of the workshop with the Wilcoxon signed-rank test. Likewise, the meanscores of the subject General Anatomy of the Locomotor System of the participants in theworkshop and the rest of the students who did not participate were compared with the Mann-Whitney U test. Finally, students evaluated the activity through a satisfaction survey. An increasein drawing scores was observed. The first drawing of the first session scored with a median of 8/25±4.0, being 11/25 ± 5.0 (p=0.00) the first drawing score of the fourth session. The second drawingscores in the objective correction were 23/25 ±4 and 25/25 ±1 in the first and fourth sessions,respectively (p=0.00). Statistically significant differences were found between the two groups. Theworkshop participating students obtained better grades in all final exams (theoretical and practicalexams). The experience was rated very positively. This study concludes that the learning methodhad a positive influence on the learning of Anatomy and that attending the workshop improvedthe level of knowledge, the ability to discriminate details and skull the three-dimensionalunderstanding.
Anatomy is fundamental in Medical Education. This study evaluates a method of learning skullanatomy and improving three-dimensional comprehension through systematic drawings. A quasiexperimental study was carried out with 67 volunteer first-year medical students to evaluate theinfluence of using a drawing method during classes to improve the level of anatomical knowledgeand three-dimensional understanding. Students attended a four-sessions drawing workshop towork on the four basic anatomical views of the skull. In each session they made one free drawingand another one following the method, both being evaluated checking the presence of 25predefined anatomical items. Their progress was assessed by comparing the scores obtained at thebeginning and at the end of the workshop with the Wilcoxon signed-rank test. Likewise, the meanscores of the subject General Anatomy of the Locomotor System of the participants in theworkshop and the rest of the students who did not participate were compared with the Mann-Whitney U test. Finally, students evaluated the activity through a satisfaction survey. An increasein drawing scores was observed. The first drawing of the first session scored with a median of 8/25±4.0, being 11/25 ± 5.0 (p=0.00) the first drawing score of the fourth session. The second drawingscores in the objective correction were 23/25 ±4 and 25/25 ±1 in the first and fourth sessions,respectively (p=0.00). Statistically significant differences were found between the two groups. Theworkshop participating students obtained better grades in all final exams (theoretical and practicalexams). The experience was rated very positively. This study concludes that the learning methodhad a positive influence on the learning of Anatomy and that attending the workshop improvedthe level of knowledge, the ability to discriminate details and skull the three-dimensionalunderstanding.
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Educación médica , Anatomía , Dibujo , Aprendizaje , Cráneo , Medical education , Anatomy , Drawing , Learning , Skull
Citation
Martínez Carracelas, E., Fernández-Villacañas Marín, M. Ángel, Moreno Cascales, M., & Flores Funes, D. (2025). El dibujo como herramienta para aprender anatomía: diseño y aplicación de un método. Revista Española De Educación Médica, 6(2).
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