<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572022000100026</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2022.41.21384</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Radiological anatomy as an alternative approach in anatomy teaching. Perception and performance of medical students]]></article-title>
<article-title xml:lang="es"><![CDATA[Anatomía radiológica: alternativa en la enseñanza de anatomía. Percepción y desempeño de estudiantes de medicina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chang Chan]]></surname>
<given-names><![CDATA[Ana Yoe Cheng]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejía Bogran]]></surname>
<given-names><![CDATA[Lilliam Liseth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chavarría Rugama]]></surname>
<given-names><![CDATA[Esaú Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osmany Sotelo]]></surname>
<given-names><![CDATA[Norvin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Robles Aráuz]]></surname>
<given-names><![CDATA[Diego Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,National Autonomous University of Leon Faculty of Medical Sciences Department of Morphological Sciences]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Nicaragua</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>11</volume>
<numero>41</numero>
<fpage>26</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572022000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572022000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572022000100026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In resource-deprived countries, dissection as means of teaching anatomy is often not feasible due to limited availability of bodies, high cost, and safety risks. In Nicaragua, anatomy and radiology education is in an independent format in the medical curriculum.  Objective:  This paper aims to explore the impact (performance and perceptions) of the use of radiological images in teaching anatomy in medical students from a resources-deprived country.  Method:  An extracurricular course of radiologic anatomy of the trunk was implemented to third (n=87) and sixth (n=67) year medical students. Pre-and post-test and a post-course survey were applied. Mean, median, and SD were calculated, with a confidence interval level of 95%.  Results:  Perceptions from both groups were similar. Regarding radiological techniques: CT (82.8% junior and 94% senior students) was the most helpful, and ultra-sound was the least (49.4% junior and 67.2% senior). Didactic resource acceptance: study guide (73.6% junior and 82.1% senior) and digital-interactive atlas (69% junior and 80.6% senior) got the highest score, while printed books (36.8% junior and 59.7% senior) got the lowest score. The pre-test scores were similar in both groups (mean of correct answer 7.98 junior and 8.22 senior). The mean of correct answers increased in both groups in the post-test: 32.03 for junior and 32.82 for senior students (p=0.000).  Conclusions:  Integration of radiology and anatomy positively impacts medical students; it should be implemented through a self-directed learning approach and considered complementary in the medical curriculum as a good alternative for teaching anatomy in countries where dissection is not feasible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En países con escasos recursos, la disección como medio para enseñar anatomía no es factible a menudo, debido a la disponibilidad limitada de cuerpos, alto costo y riesgos de seguridad. En Nicaragua, la anatomía y radiología se estudia de forma independiente.  Objetivo:  El objetivo del estudio es explorar el impacto (desempeño y percepciones) del uso de imágenes radiológicas en la enseñanza de anatomía en estudiantes de medicina de un país con bajos recursos.  Método:  Se implementó un curso extraescolar de anatomía radiológica a estudiantes de medicina de tercer (n=87) y sexto (n=67) año. Se aplicó una pre/posprueba y una encuesta posterior al curso. Se calcularon la media, mediana y desviación estándar, con un nivel de intervalo de confianza del 95%.  Resultados:  Las percepciones de ambos grupos fueron similares. Relacionado a las técnicas radiológicas: TC (82.8% junior y 94% senior) fue la más útil; y la ecografía la menos (49.4% junior y 67.2% senior). Aceptación de recursos didácticos: guía de estudio (73.6% junior y 82.1% senior) y atlas digital interactivo (69% junior y 80.6% senior) obtuvieron la puntuación más alta; mientras que los libros impresos (36.8% junior y 59.7% senior) obtuvieron la puntuación más baja. Los puntajes previos a la prueba fueron similares en ambos grupos (media de respuesta correcta 7.98 junior y 8.22 senior). En la posprueba, la media de aciertos aumentó en ambos grupos: 32.03 para junior y 32.82 para senior (p=0.000).  Conclusiones:  La integración de la radiología y la anatomía tiene un impacto positivo en los estudiantes de medicina, debe implementarse a través de un enfoque de aprendizaje autodirigido, y considerarse complementaria en el plan de estudios médico como una buena alternativa para enseñar anatomía en países donde la disección no es factible.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teaching anatomy]]></kwd>
<kwd lng="en"><![CDATA[radiological anatomy]]></kwd>
<kwd lng="en"><![CDATA[pre and post-test]]></kwd>
<kwd lng="en"><![CDATA[anatomy and radiology integration]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de anatomía]]></kwd>
<kwd lng="es"><![CDATA[anatomía radiológica]]></kwd>
<kwd lng="es"><![CDATA[pre y posprueba]]></kwd>
<kwd lng="es"><![CDATA[integración de anatomía y radiología]]></kwd>
</kwd-group>
</article-meta>
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