Pedagogical Specificities in the utilization of an EVEA for the Locomotor Apparatus Teaching

The pedagogical usefulness of virtual teaching and learning spaces (EVEA) in the teaching human anatomy, and the high adherence among university students has been shown in preliminary studies. The objective of this study was to evaluate the adherence to and the performance on an EVEA in the Locomotor Apparatus Rotation, specifying the topographical anatomy of the activities in connection with the socio-economic characteristics of the students.An observational and cross-over study was conducted using an EVEA as an additional pedagogical resource to practical works (PW) of Locomotor Apparatus Rotation. We evaluate use endpoints, uselfulness and performance obtained from different activities with analogue pedagogical strategies in a population of 313 students of Anatomy (UBA) and statistical parameters were applied to the results.We found that 46.33% logged in between 4 and 5 times/week, the 76.16% logged in 2 to 3 times a day and these took place between 24 and 72 hours after the Practical Work. The prevalent log-in time was between 20 and 40 minutes (45.15%), mainly at night. The best results were obtained in practical works about the upper limb and the best performance was obtained in activities which include imaging. The working hours were directly proportional to the amount of logs in per week (R2=0.86) and the amount of logs in per day (R2=078).We confirm the usefulness of virtual teaching and learning spaces as a complementary pedagogical resource and we determine specificities related to strategies of activities and topographical anatomy which influenced the students’ performance.