Realidade aumentada no ensino de anatomia humana: revisão sistemática
DOI:
https://doi.org/10.59681/2175-4411.v16.iEspecial.2024.1290Palavras-chave:
Educação médica, Anatomia, Realidade aumentadaResumo
Objetivo: Avaliar a realidade aumentada (RA) no ensino de anatomia humana para ciências médicas e compará-las aos métodos tradicionais, além de analisar a experiência dos estudantes. Métodos: Elaborada com base nas recomendações do PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes). Fez-se a busca, nas bases de dados estabelecidas, por estudos que comparassem RA com métodos tradicionais no ensino de anatomia. Critérios analisados incluíram avaliações quantitativas e dados como país, tipo de RA e de método tradicional, resultados de testes e características dos alunos. Resultados: Onze estudos foram incluídos, com 757 participantes. 49% usaram RA e 51% métodos tradicionais. Dez estudos usaram testes de múltipla escolha, três incluíram identificação de estruturas. Três estudos favoreceram RA, sete não mostraram diferenças e um mostrou desempenho superior do grupo controle em uma parte do teste. Conclusão: A RA pode facilitar o aprendizado, no entanto, os resultados não justificam a abolição dos métodos tradicionais que apresentam suas qualidades diferenciais.
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