Summary

The integration of Information and Communication Technologies (ICT) and transmedia storytelling has introduced innovative approaches to medical education, expanding opportunities for interactive and flexible learning. In this context, the “Museum Stream” initiative was implemented at the Anatomy Museum of the Faculty of Medical Sciences, National University of Rosario (UNR), as a synchronous and asynchronous educational strategy delivered through YouTube Live, integrating face-to-face practical activities with virtual assessments conducted through the Comunidades2 platform. This study aimed to evaluate student engagement and perceptions regarding educational streaming as a complementary pedagogical tool for anatomy education. A descriptive, cross-sectional study employing a mixed-methods approach was conducted among 1,240 students enrolled in the Health Promotion cycle. Data were collected through YouTube Analytics metrics and structured questionnaires assessing students’ perceptions of the educational experience. The official YouTube channel recorded 14,250 live views, 28,900 asynchronous views, and 3,400 hours of watch time, with an average audience retention rate of 68%. Furthermore, 90.0% of students reported that live interaction facilitated real-time clarification of questions, 83.3% considered streaming a valuable complement to face-to-face practical sessions, and 100.0% recommended expanding its implementation. These findings highlight the potential of educational streaming to promote student engagement, facilitate access to anatomical content, and complement traditional teaching methods. Overall, the “Museum Stream” initiative represents an accessible and promising educational strategy that supports flexible and interactive learning experiences, contributing to the ongoing integration of digital technologies into morphological education.

Keywords

Medical education, Human anatomy, Live streaming, Educational technology, Transmedia learning