Psychoactive Substances and Mobile Virtual Spaces: Impact on Teaching and Learning of Anatomy

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Martin J. Mazzoglio y Nabar; Rubén D. Algieri; Elba B. Tornese; Claudia G. Dogliotti; Humberto N. Jiménez Villarruel; Andrea Gazzotti & Soledad Ferrante


In preliminary studies, we recorded increased prevalence of psychoactive substances use in students retaking classes and with work activities. This constantly growing university population showed a greater use of mobile virtual spaces (mVS). The objective was to evaluate the adhesion characteristics, implications and impact of these factors in the teaching and learning process of anatomy. A cross-sectional observational study using standardized and anonymous survey on 326 students. Statistical parameters were applied and ethical and legal requirements were met. Forty-five percent reported that they used substances to increase the hours of study, highlighting coffee, energy drinks, psychoactive drugs (modafinil) and acetylsalicylic acid (ASA). Working hours were proportional to the amount of substances. Among those students retaking classes, this variable was consistent with the use of psychoactive drugs (modafinil: r= -0.88; ASA: r= -0.73). We recorded that the increased prevalence of psychoactive drugs use was associated with increased adherence to mVS. Work activity was crucial in the results of these factors, which had impact on attentional educational sphere.

KEY WORDS: Anatomy; Psychoactive substances; Mobile virtual spaces.

How to cite this article

MAZZOGLIO Y NABAR, M. J.; ALGIERI, R. D.; TORNESE, E. B.; DOGLIOTTI, C. G. JIMÉNEZ, V. H. N.; GAZZOTTI, A. & FERRANTE, S. Psychoactive substances and mobile virtual spaces: impact on teaching and learning of anatomy. Int. J. Morphol., 33(4):1487-1493, 2015.