Perceptions of the Anatomy Learning Process

Abstract

The study aimed to strengthen the teaching–learning processes in the Anatomy I course of Veterinary Medicine at the University of Pamplona, applying Kolb’s experiential learning theory as a strategy to reduce dropout rates and promote meaningful learning. Its objective was to analyze and implement methodologies based on Kolb’s cycle (concrete experience, reflective observation, abstract conceptualization, and active experimentation) with the purpose of improving academic performance and student motivation. The methodology corresponded to an action-research design involving three professors and an intentional sample of ten students, to whom semi-structured interviews and open-ended questionnaires validated by experts were applied. The results show that teachers have incorporated practices with specimens, three-dimensional models, problem-based learning, and ICTs, although there are still limitations in resources and resistance to innovation. Meanwhile, students highly value practical and visual activities but consider the theoretical and rote-based load excessive, which highlights the need to better articulate theory and practice, promote innovative methodologies, and take advantage of technologies to consolidate comprehensive training and reduce dropout rates.