<?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>0120-0011</journal-id>
<journal-title><![CDATA[Revista de la Facultad de Medicina]]></journal-title>
<abbrev-journal-title><![CDATA[rev.fac.med.]]></abbrev-journal-title>
<issn>0120-0011</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-00112018000400611</article-id>
<article-id pub-id-type="doi">10.15446/revfacmed.v66n4.65573</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[3D rendering as a tool for cardiac anatomy learning in medical students]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso de render 3D como herramienta para el aprendizaje de anatomía cardiaca en estudiantes de medicina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casallas]]></surname>
<given-names><![CDATA[Angie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quijano]]></surname>
<given-names><![CDATA[Yobany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Aplicadas y Ambientales (UDCA)  ]]></institution>
<addr-line><![CDATA[Bogotá D.C ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Ciencias Aplicadas y Ambientales (UDCA)  ]]></institution>
<addr-line><![CDATA[Bogotá D.C ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>66</volume>
<numero>4</numero>
<fpage>611</fpage>
<lpage>616</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-00112018000400611&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-00112018000400611&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-00112018000400611&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Teaching cardiac anatomy, due to its complexity, is a constant challenge for professors and students. This situation has led to the creation of new pedagogical strategies, including the use of 3D rendering, to improve learning.  Objective: To assess the impact of 3D rendering as a digital instrument on cardiac anatomy learning.  Materials and methods: An experimental study was carried out with two groups of students from a medical program randomly selected. Each group consisted of 40 students; one was the control group (3HB) and the other, the study group (3HA). Both groups attended lectures and practices in the dissection hall of the university, that is, they received training using the traditional methodology. The control group received training using the traditional methodology, as well as instruction using anatomy atlas texts, while the 3HA group received training using the 3D Heart-tomy software, a three-dimensional virtual instrument.  Results: Theoretical and practical tests were analyzed, and an opinion survey was conducted, which allowed finding that the students of the 3HA group had better academic performance in the theoretical test than the control group.  Conclusion: Didactic and digital 3D media facilitate the understanding of the location of the anatomical structure, and works as a pedagogical tool, although it does not replace practices in the dissection hall.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. La enseñanza de la anatomía cardiaca, por su complejidad, es un reto constante para docentes y estudiantes, lo que ha impulsado la creación de nuevas estrategias pedagógicas que mejoren su aprendizaje y por lo cual el uso del render 3D facilita su aprendizaje.  Objetivo. Evaluar el impacto del render 3D como instrumento virtual en el aprendizaje de la anatomía cardiaca.  Materiales y métodos. Se realizó un estudio experimental donde se seleccionaron dos grupos al azar de un programa de medicina; cada grupo estuvo constituido por 40 estudiantes, uno fue el control (3HB) y el otro el de estudio (3HA). Ambos grupos recibieron clases magistrales y prácticas en el anfiteatro, es decir la metodología tradicional. El grupo control siguió la metodología tradicional, instruyéndose con textos de atlas de anatomía y el grupo 3HA se instruyó, además, aplicando el software 3D Heart-tomy, instrumento virtual tridimensional.  Resultados. Se analizaron evaluaciones teóricas y prácticas, además se realizó una encuesta de opinión que evidenció que los estudiantes del grupo 3HA obtuvieron un mejor desempeño académico en la evaluación teórica que el grupo control.  Conclusión. Los medios didácticos y virtuales en 3D facilitan la comprensión de la ubicación de la estructura anatómica y funcionan como herramienta pedagógica, pero no sustituyen las prácticas en el anfiteatro.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Heart]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Anatomy (MeSH)]]></kwd>
<kwd lng="es"><![CDATA[Corazón]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Anatomía (DeCS)]]></kwd>
</kwd-group>
</article-meta>
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<name>
<surname><![CDATA[Hunter]]></surname>
<given-names><![CDATA[JL]]></given-names>
</name>
<name>
<surname><![CDATA[Krantz]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Constructivism in cultural competence education]]></article-title>
<source><![CDATA[J Nurs Educ]]></source>
<year>2010</year>
<volume>49</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>207-14</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
