Specificities in Pedagogical use, Content Management and Performance with a Virtual Space in Neuroanatomy
Introduction: The implementation of virtual space for teaching and learning (VSTL) leads objectives (performance) and subjective benefits (social peer relationships) in the process of teaching and learning. The study of neuroanatomy added difficulties inherent to the object of study, which requires greater abstraction, tridimension and relationship with other knowledge. Objective: To evaluate parameters of use, content management and performance, specifying instructional strategies used in Neuroanatomy through the implementation of a VSTL. Materials and Methods: An observational, retrospective and cross-sectional study on parameters of use, content management and performance in 309 university students with an EVEA applied in 3 commissions of Human Anatomy matter. The results were divided according to the rotation of matter (neuroanatomy and musculoskeletal with splanchnology contents) and pedagogical strategy activities (clinical and surgical cases and clinical imaging cases); statistical parameters (descriptive and inferential) were applied and correlated with the socioeconomic characteristics of users. The work complied with the ethical and legal standards. Results: The access time was the day of the practical work. The activities recorded most times of realization, especially that presented clinical-surgical high rate of deprecated. Working hours per week were correlated with the outcome (R2= 0.76). The performance in virtual Neuroanatomy activities presented specifications related to the object of study and teaching strategies associated. The number of work hours impacted both performance and management of the content and features of using virtual space.
