Perception of Learning in Human Anatomy Students Regarding the Use of Multitouch and Three-Dimensional Tools

With the invention of tools that incorporate technology as a didactic, educational, and promising innovation to enhance knowledge of human anatomy, current teaching and learning methods are being significantly impacted. The aim of this work was to evaluate the perception of second-semester medical students regarding the implementation of multitouch and three-dimensional technological tools for learning human anatomy. A quantitative, descriptive, cross-sectional study was conducted with a non-probabilistic, non-interventional purposive sample of 117 medical students who voluntarily signed informed consent. An instrument with 10 items was designed, evaluated through perception scales, one for the Sectra© multitouch table and another for the Cyber-Anatomy Med™ software. Data were collected and analyzed using SPSS version 24. A univariate analysis and some variable associations were performed. Demographic characteristics of the study population were identified, with a mean age of 19.56 ± 2.3 years; 41.2% were male and 54.8% female. Students showed varied perceptions regarding detailed and realistic learning of human anatomy through the technologies used. Overall, perceptions were positive, particularly regarding interactivity, which supported the development of certain skills. Didactics supported by technological tools show considerable importance in the learning of human anatomy, where perception and sensory activation facilitate experiences and emotions that serve as support for the advancement of specific competencies in medical education.