RESUMO

Personalization of learning is an educational strategy rooted in metacognition and is significant in academic training. This is especially true in medical contexts. This study explored the relationship between the metacognitive profile of students of human anatomy, the classification of questions according to their difficulty, and the anatomical domain. It also covered the integration of educational technologies to create personalized learning environments. The identification of metacognitive profiles ("Active", "Pragmatic", "Theoretical", and "Reflective") has been highlighted as a critical influence on students' responses to different pedagogical approaches. Personalized adaptation based on these profiles has shown potential for improving grades and increasing student satisfaction and engagement with learning. The results revealed variations in student performance in relation to different pedagogical approaches, learning units, and evaluation modalities. The "Experience" evaluation modality, personalized according to metacognitive profiles, level of competence, and learning objectives, resulted in higher average scores. However, there was significant variability in the results. Those findings confirm the effectiveness of metacognitive adaptation in improving academic performance. Furthermore, they provide a solid basis for formulating personalized and effective pedagogical strategies in medical education. They recognize the influence of metacognitive profiles on student performance and contribute to advancing medical pedagogy.

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RESUMO

Gamification has appeared as an alternative educational methodology to traditional tools. Specifically, in anatomy teaching, multiple technological applications have emerged in response to the difficulties of accessing cadaveric material; however, there is insufficient information about the effects of these applications on the performance achieved by students, or about to the best way to adapt learning to meet their educational needs. In this study, we investigated how teaching human anatomy through a mobile gamified technological tool containing recommendation systems can be combined with a virtual assistant to improve the learning and academic performance of medical students in the Anatomy Department at the Universidad de La Frontera in Temuco, Chile and the Anatomy Department at the Pontificia Universidad Católica de Chile. In total, 131 students participated in the experiment, which was divided into two case studies. The main findings led to the conclusion that gamified components support students in learning anatomy. In addition, the predictions and recommendations provided by the virtual assistant enabled the academic aspects that the students needed to improve to be extracted adequately. Future work is expected to support adaptive learning by incorporating new artificial intelligence in education elements that can generate personalized scenarios for studying anatomy based on the application.

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RESUMEN: La tecnología ha abierto la posibilidad de mejorar los entornos de aprendizaje. Sin embargo, en el ámbito de la educación médica, las herramientas que son utilizadas no entregan evidencias claras sobre si los estudiantes realmente están aprendiendo. Específicamente, en la enseñanza de la anatomía han surgido múltiples aplicaciones para satisfacer la necesidad de acceder a material cadavérico, no obstante, éstas carecen de información enriquecida sobre el rendimiento que alcanzan los estudiantes y del cómo adaptar los aprendizajes según sus necesidades educativas. Así, una de las estrategias que actualmente tiene presencia en este ámbito es la gamificación. Este estudio implementa y utiliza una plataforma de software educativa gamificada basada en sistemas de recomendación y asistentes virtuales, capaz de entregar retroalimentación y estrategias para apoyar la apropiación de conocimiento de anatomía de los estudiantes de la carrera de medicina de la Universidad de La Frontera (UFRO), de la ciudad de Temuco, Chile. Cuarenta y cinco estudiantes participaron del estudio. Éste consistió en la utilización de diversos componentes gamificados con técnicas de inteligencia artificial. Los principales hallazgos de esta experiencia permitieron concluir que la utilización de componentes gamificados para el aprendizaje de la anatomía son un recurso que permite apoyar el aprendizaje de los estudiantes.

SUMMARY: Technology has opened the possibility of improving learning environments. However, in the field of medical education, the tools that are used do not provide clear evidence as to whether students are actually learning. Specifically, in the teaching of anatomy, multiple applications have emerged to satisfy the need to access cadaveric material, nevertheless, these lack enriched information on the performance achieved by students and how to adapt learning according to their educational needs. Thus, one of the strategies currently present in this area is gamification. This study implements and uses a gamified educational software platform based on recommender systems and virtual assistants, capable of delivering feedback and strategies to support the appropriation of anatomy knowledge of medical students at the Universidad de La Frontera (UFRO), in the city of Temuco, Chile. Forty-five students participated in the study. The study consisted in the use of various gamified components with artificial intelligence techniques. The main findings of this experience led to the conclusion that the use of gamified components for learning anatomy is a resource that supports student learning.

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Turner's syndrome was described by Otto Ullrich (1930) and Henry Turner (1938). An estimated 1 from 2,000 to 3,000 female babies and 1% of the conceptions of female embryos and fetuses have this condition, and 95 to 99% of them result in miscarriage during the first trimester. The case presented concerns a 15 y/o girl who consulted due to primary amenorrhea. The karyotype was 45,X[6]/46Xdel(X)(q21)[14]. Her mother had experienced premature ovarian failure and her karyotype was: 46Xdel(X)(q21)[3]/46,XX[35].

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El síndrome de Turner fue descrito por Otto Ullrich en 1930 y por Henry Turner en 1938. Se estima que 1 de 2000 a 3000 niñas recién nacidas, y 1% de las concepciones de embriones y fetos femeninos portan esta patología, llegándose a abortar espontáneamente, en el primer trimestre, entre el 95% y el 99% de los fetos afectados. El caso que se presenta corresponde a una adolescente, nacida en 1995, que consultó por amenorrea primaria, con cariotipo 45,X[6]/46Xdel(X)(q21)[14]. Dado el resultado observado, se estudió a la madre, quien había experimentado una insuficiencia ovárica prematura y cuyo cariotipo era 46Xdel(X)(q21) [3]/ 46,XX[35].

Turner's syndrome was described by Otto Ullrich (1930) and Henry Turner (1938). An estimated 1 from 2,000 to 3,000 female babies and 1% of the conceptions of female embryos and fetuses have this condition, and 95 to 99% of them result in miscarriage during the first trimester. The case presented concerns a 15 y/o girl who consulted due to primary amenorrhea. The karyotype was 45,X[6]/46Xdel(X)(q21)[14]. Her mother had experienced premature ovarian failure and her karyotype was: 46Xdel(X)(q21)[3]/46,XX[35].

Assuntos

RESUMO

El síndrome de Turner fue descrito por Otto Ullrich en 1930 y por Henry Turner en 1938. Se estima que 1 de 2000 a 3000 niñas recién nacidas, y 1% de las concepciones de embriones y fetos femeninos portan esta patología, llegándose a abortar espontáneamente, en el primer trimestre, entre el 95% y el 99% de los fetos afectados. El caso que se presenta corresponde a una adolescente, nacida en 1995, que consultó por amenorrea primaria, con cariotipo 45,X[6]/46Xdel(X)(q21)[14]. Dado el resultado observado, se estudió a la madre, quien había experimentado una insuficiencia ovárica prematura y cuyo cariotipo era 46Xdel(X)(q21) [3]/ 46,XX[35].(AU)

Turners syndrome was described by Otto Ullrich (1930) and Henry Turner (1938). An estimated 1 from 2,000 to 3,000 female babies and 1% of the conceptions of female embryos and fetuses have this condition, and 95 to 99% of them result in miscarriage during the first trimester. The case presented concerns a 15 y/o girl who consulted due to primary amenorrhea. The karyotype was 45,X[6]/46Xdel(X)(q21)[14]. Her mother had experienced premature ovarian failure and her karyotype was: 46Xdel(X)(q21)[3]/46,XX[35].(AU)

Assuntos

RESUMO

Turners syndrome was described by Otto Ullrich (1930) and Henry Turner (1938). An estimated 1 from 2,000 to 3,000 female babies and 1

of the conceptions of female embryos and fetuses have this condition, and 95 to 99

of them result in miscarriage during the first trimester. The case presented concerns a 15 y/o girl who consulted due to primary amenorrhea. The karyotype was 45,X[6]/46Xdel(X)(q21)[14]. Her mother had experienced premature ovarian failure and her karyotype was: 46Xdel(X)(q21)[3]/46,XX[35].

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