<?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>S2007-50572022000400034</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2022.44.22435</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción del uso de aplicaciones 3D de anatomía humana en estudiantes de Kinesiología]]></article-title>
<article-title xml:lang="en"><![CDATA[Kinesiology Student&#8217;s Perceptions of 3D Applications for Human Anatomy Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[D&#8217;Angelo]]></surname>
<given-names><![CDATA[Verónica Sofía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Airasca]]></surname>
<given-names><![CDATA[Daniel Albino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Abierta Interamericana  ]]></institution>
<addr-line><![CDATA[Rosario Santa Fe]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>11</volume>
<numero>44</numero>
<fpage>34</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572022000400034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572022000400034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572022000400034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: En una universidad privada se propusieron algunas estrategias para disminuir los niveles de deserción en el ciclo introductorio, mediante innovaciones en asignaturas con elevado número de contenidos que evidencian un bajo rendimiento académico. Se propuso incluir el uso de aplicaciones 3D para el aprendizaje de anatomía humana en una Licenciatura de Kinesiología y Fisiatría, con una estrategia pedagógica colaborativa basada en recomendaciones internacionales para aplicaciones de anatomía 3D educativas -tales como el uso de planos canónicos y referencias de orientación espacial- y en sugerencias para el aprendizaje colaborativo.  Objetivo:  Explorar la percepción de un grupo de estudiantes de kinesiología en relación a dos aplicaciones 3D para el aprendizaje de anatomía humana mediante una estrategia pedagógica colaborativa y metacognitiva.  Método:  Estudio exploratorio. Cuestionario TAM de aceptación de tecnología a través de Google Forms a 60 estudiantes de ciclo básico de Kinesiología y Fisiatría. Las variables principales son la facilidad de uso y la utilidad percibidas.  Resultados:  Los resultados de la encuesta indicaron una alta aceptación general de ambas aplicaciones. La utilidad percibida es favorable en un 82% y muy favorable en un 18%. La facilidad de uso percibida es favorable en un 72% y desfavorable en un 28%. Se mostró cierta preferencia por Visible Body en la encuesta de opinión (83.33% vs 16.67%).  Conclusiones:  La percepción general es positiva para la manipulación de la aplicación con la estrategia mencionada. Dada la alta probabilidad de uso futuro, es viable realizar nuevos estudios para investigar la relación entre el aprendizaje de conceptos anatómicos y el uso de aplicaciones 3D.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In a private university, some strategies were proposed to reduce dropout levels at the introductory courses, through innovations in subjects with a high number of topics that show low academic performance. The use of 3D applications for human anatomy learning was proposed in a Kinesiology and Physiatry degree, with a teaching strategy based on international recommendations for 3D anatomy learning -such as the benefit of canonical planes and spatial orientation references- and in suggestions for collaborative learning.  Objective:  Exploring Kinesiology Student&#8217;s perceptions of 3D aplications for human anatomy learning through a metacognitive collaborative teaching strategy.  Method:  Exploratory study. TAM technology acceptance questionnaire in Google Forms to 60 students of introductory course of Kinesiology and Physiatry. The main variables are perceived ease of use and perceived usefulness.  Results:  The results of the survey indicated a high general acceptance of both applications. The perceived utility is favorable in 82% and very favorable in 18%. The perceived ease of use is favorable at 72% and unfavorable at 28%. Some preference was shown for Visible Body in the opinion poll (83.33% vs. 16.67%).  Conclusions:  There is an overall positive perception of the application manipulation with such a strategy. Given the high probability of future use, further studies are feasible to investigate the relationship between learning anatomical concepts and the use of 3D applications.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aplicaciones 3D]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de anatomía humana]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de medicina preclínica]]></kwd>
<kwd lng="es"><![CDATA[kinesiología]]></kwd>
<kwd lng="en"><![CDATA[3D Applications]]></kwd>
<kwd lng="en"><![CDATA[human anatomy learning]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[preclinical medical students]]></kwd>
<kwd lng="en"><![CDATA[kinesiology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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