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Hussain I, Dsouza C, Yip SWL, Flynn M, Rashid MA. #Anatomynotes: A temporal content analysis of anatomy education posts on Instagram. ANATOMICAL SCIENCES EDUCATION 2024; 17:227-238. [PMID: 37943092 DOI: 10.1002/ase.2356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 10/19/2023] [Accepted: 10/26/2023] [Indexed: 11/10/2023]
Abstract
Social media platforms such as Instagram are becoming increasingly popular sources for students to access anatomy educational resources. This review used content analysis to examine posts under the hashtag #anatomynotes and is the first to map the characteristics of anatomy education posts on Instagram and determine any temporal changes. Sample posts were gathered from April 2019 and April 2021 and categorized according to the technical format, purpose and author credentials. Engagement was recorded in the form of likes and comments. Overall, posts depicting illustrations remained the most popular format within both time periods. Three-dimensional models saw an increase in popularity with a 62.5% rise. Students remained the most common author type throughout and increased further in 2021 by 25%. Clinician authors and posts focusing on clinical education also increased in 2021 by 17.9% and 227%, respectively. Humor-based posts saw the greatest increase among the post purposes, with 1000% more recorded in 2021. Engagement overall saw a decline with notably significant reductions in average likes per post among all text-based posts (-72%, p < 0.0001), all illustrative posts (-51%, p = 0.0013), and a decline in the presence of comments among all text-based posts (-65.1%, p = 0.0158). These findings highlight that Instagram is a popular platform for facilitating near-peer teaching while increasingly providing a space where students and clinicians can interact. Additionally, it highlights the benefits of the platform for visually focused learners. However, future research should seek to determine whether Instagram can facilitate deeper learning and have an impact on academic and clinical performance.
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Affiliation(s)
| | - Ciana Dsouza
- Medical School, King's College London, GKT School of Medical Education, London, UK
| | | | - Matthew Flynn
- Medical School, University College London, London, UK
| | - Mohammed Ahmed Rashid
- Centre for International Medical Education Collaborations, University College London Medical School, London, UK
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2
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Gonçalves IZS, Betti LB, Guereschi LC, Araújo MAGDS, Saez DM, Beber GMM, Fernandes GJM, Bianco OAFM, Soares EA. Perception of learning by anatomy teachers in the COVID-19. Morphologie 2024; 108:100727. [PMID: 37977085 DOI: 10.1016/j.morpho.2023.100727] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2023] [Revised: 10/21/2023] [Accepted: 10/23/2023] [Indexed: 11/19/2023]
Abstract
The discipline of anatomy is one of the pillars of training in higher education courses in health area. Since its origin, this discipline has used the traditional method as an educational strategy. Since then, the discipline has undergone changes, including other teaching methods, such as active methodologies. With the COVID-19 pandemic, declared in March 2020 and the closure of higher education institutions, the teaching of anatomy was impacted, since it was necessary to adapt the modality of face-to-face teaching to remote teaching. The present study aims to evaluate the perception of teachers regarding students' anatomy learning in relation to the types of methodologies applied in remote teaching during the pandemic. For such, a cross-sectional study was carried out, which analyzed the answers of 101 anatomy teachers. The results showed that there was no statistically significant difference regarding teachers' perception of learning in relation to the type of methodology used in remote teaching during the pandemic. There was also no difference in comparing perceptions regarding the type of methodology used before and during the pandemic. Given this, these data encourage the need for reflection in the academic community and new studies with educators and students, in order to identify factors that may improve the quality of anatomy learning.
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Affiliation(s)
- I Z S Gonçalves
- Federal University of Alfenas, Alfenas, Minas Gerais, Brazil.
| | - L B Betti
- Federal University of Alfenas, Alfenas, Minas Gerais, Brazil
| | - L C Guereschi
- Federal University of Alfenas, Alfenas, Minas Gerais, Brazil
| | | | - D M Saez
- Federal University of Lavras, Lavras, Minas Gerais, Brazil
| | - G M M Beber
- Federal University of Espirito Santo, Vitória, Espírito Santo, Brazil
| | - G J M Fernandes
- Federal University of Alfenas, Alfenas, Minas Gerais, Brazil
| | - O A F M Bianco
- Federal University of Alfenas, Alfenas, Minas Gerais, Brazil
| | - E A Soares
- Federal University of Alfenas, Alfenas, Minas Gerais, Brazil
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Liang JZ, Ng DKW, Raveendran V, Teo MYK, Quah ELY, Chua KZY, Lua JK, Owyong JLJ, Vijayan AV, Abdul Hamid NAB, Yeoh TT, Ong EK, Phua GLG, Mason S, Fong W, Lim C, Woong N, Ong SYK, Krishna LKR. The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review. PLoS One 2024; 19:e0296367. [PMID: 38181035 PMCID: PMC10769105 DOI: 10.1371/journal.pone.0296367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 12/09/2023] [Indexed: 01/07/2024] Open
Abstract
Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.
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Affiliation(s)
- Jonathan Zhen Liang
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Donovan Kai Wei Ng
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Vijayprasanth Raveendran
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Mac Yu Kai Teo
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Elaine Li Ying Quah
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Keith Zi Yuan Chua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Jun Kiat Lua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | | | - Andrew Vimal Vijayan
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | | | - Ting Ting Yeoh
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Department of Pharmacy, National Cancer Centre Singapore, Singapore, Singapore
| | - Eng Koon Ong
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Assisi Hospice, Singapore, Singapore
| | - Gillian Li Gek Phua
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
| | - Warren Fong
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
| | - Crystal Lim
- Medical Social Services, Singapore General Hospital, Singapore, Singapore
| | - Natalie Woong
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Simon Yew Kuang Ong
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Division of Medical Oncology, National Cancer Centre Singapore, Singapore, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
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Cheng X, Xu Y, Tang H, Chan U, Li YQ, Yang X. Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post-COVID-19 era. ANATOMICAL SCIENCES EDUCATION 2024; 17:77-87. [PMID: 37608496 DOI: 10.1002/ase.2328] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 07/09/2023] [Accepted: 07/15/2023] [Indexed: 08/24/2023]
Abstract
Blended learning, which combines face-to-face lectures with online learning, has emerged as a suitable teaching approach during the COVID-19 pandemic. This study used a national survey of anatomy educators in Mainland China to evaluate the changes in the implementation of blended learning in anatomical pedagogy. A total of 297 responses were collected from medical schools across all provinces. Respondents included 167 males and 130 females, with an average age of 44.94 (±8.28) and average of 17.72 (±9.62) years of professional experience. The survey showed adoption of online teaching and assessment by Chinese anatomy educators increased by 32.7% and 46.8%, respectively, compared to pre-pandemic levels. Perceptions of blended learning outcomes varied, with 32.3% and 37% educators considering it superior and inferior to traditional teaching, respectively. Faculty training programs related to blended learning increased significantly, fostering a collaborative learning environment; however, challenges remained in achieving satisfactory online assessment outcomes. Anatomy educators' attitudes reflected a strong preference for classroom learning (4.941 ± 0.856) and recognition of the importance of relevant technology (4.483 ± 0.954), whereas online learning received lower acceptance (4.078 ± 0.734). Female anatomy teachers demonstrated effective time management in online teaching. Meanwhile, educators with over 15 years of experience encountered difficulties with relevant technology, consistent with negative attitudes toward blended learning. Overall, this survey highlights the persistent challenges in implementing blended learning in anatomy education and provides insights for enhancing the pedagogical model in the post-COVID-19 era.
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Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Yiru Xu
- Department of Clinical Medicine, Jinan University School of Medicine, Guangzhou, People's Republic of China
| | - Hao Tang
- Department of Clinical Medicine, Jinan University School of Medicine, Guangzhou, People's Republic of China
| | - Unman Chan
- College of Stomatology, Jinan University, Guangzhou, People's Republic of China
| | - Yun-Qing Li
- Department of Anatomy, Histology and Embryology, K.K. Leung Brain Research Centre, The Fourth Military Medical University, Xi'an, People's Republic of China
| | - Xuesong Yang
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
- Clinical Research Center, Clifford Hospital, Guangzhou, People's Republic of China
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Koskinen M, Hilli Y, Keskitalo T, Talvik M, Sandvik AH, Thorkildsen KM, Skyvell-Nilsson M, Koivula M, Šteinmiller J. Ethical dilemmas faced by healthcare teachers during the COVID-19 pandemic. Nurs Ethics 2023:9697330231215957. [PMID: 37997900 DOI: 10.1177/09697330231215957] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2023]
Abstract
BACKGROUND Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence. RESEARCH AIM This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic. RESEARCH DESIGN This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and analysed thematically. PARTICIPANTS AND RESEARCH CONTEXT Healthcare teachers (n = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated. ETHICAL CONSIDERATIONS This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research. FINDINGS Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students' ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone's needs, and who gets my time? CONCLUSIONS This study highlights the importance of healthcare teachers' continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible consequences for students and healthcare teachers.
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Liao ML, Yeh CC, Lue JH, Lai IR, Chang MF. Impact of modified teaching strategies used in a gross anatomy course on the academic performance of dental students during the COVID-19 pandemic. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:1077-1087. [PMID: 36976652 DOI: 10.1111/eje.12901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Revised: 02/13/2023] [Accepted: 03/11/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Modified teaching strategies (MTS), asynchronous online teaching and smaller dissection groups, were applied to a gross anatomy course for dental students in the National Taiwan University in April 2020 in response to the COVID-19 pandemic. This study aimed to investigate the effects and perceptions of MTS on dental students. MATERIALS AND METHODS Scores for anatomy examinations for 2018-2019 (without MTS) and 2019-2020 (with MTS) cohorts were compared to explore the effect on academic performance. Moreover, questionnaire from the 2019-2020 cohort was analysed to determine dental students' perceptions about MTS. RESULTS The lecture performance in the final examination of the second semester for the 2019-2020 cohort was significantly higher than that of the first semester (pre-COVID-19) and that for the 2018-2019 cohort. However, the laboratory performance in the midterm examination of the second semester for the 2019-2020 cohort was significantly lower than that for the 2018-2019 cohort and showed no difference in the final examination of the first semester. The questionnaires revealed that the majority of students displayed positive attitudes towards MTS and agreed with the importance of peer discussion during laboratory dissection. CONCLUSIONS Asynchronous online learning for anatomy lecture may be beneficial for dental students; however, a smaller dissection group accompanied by reduced peer discussion may temporarily exert negative effects on their laboratory performance at the beginning of the application. Furthermore, more dental students exhibited positive perceptions towards smaller dissection groups. These findings could illuminate the learning condition of dental students in anatomy education.
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Affiliation(s)
- Meng-Lin Liao
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Chi-Chuan Yeh
- Departments of Surgery, National Taiwan University Hospital, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - June-Horng Lue
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - I-Rue Lai
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
- Departments of Surgery, National Taiwan University Hospital, College of Medicine, National Taiwan University, Taipei, Taiwan
| | - Ming-Fong Chang
- Department of Anatomy and Cell Biology, College of Medicine, National Taiwan University, Taipei, Taiwan
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Bond AP, Kelsey A, Aitken G. The future of anatomy teaching post-pandemic: An academic viewpoint. ANATOMICAL SCIENCES EDUCATION 2023; 16:1121-1133. [PMID: 37312264 DOI: 10.1002/ase.2308] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Revised: 03/24/2023] [Accepted: 05/29/2023] [Indexed: 06/15/2023]
Abstract
The COVID-19 pandemic caused major disruption to anatomical teaching worldwide with both lectures and practicals being moved online. Throughout this period anatomists were able to find new and innovative ways to teach and to aid student learning via a variety of delivery modes. This study aimed to interview anatomists who were involved in teaching undergraduate medical students at UK universities to document the changes that occurred and to understand academic perceptions of pandemic delivery to comprehend how anatomy education may change in the long term. Results suggest that academics are likely to continue to deliver anatomical lectures online post-pandemic akin to a flipped classroom approach, although caution was noted regarding 'at-risk' student groups. No academics wished to see continued delivery of practical classes online, however, resources designed or invested in during the pandemic will be integrated into practical classes or pre-class preparation allowing for a more complete student experience. No clear picture emerged as to the preferred way staff and students will communicate in the current post-pandemic hybrid working environment and beyond. This will likely only be resolved when a new pattern of home working evolves in UK institutions. This report is the first to detail the academic vision of anatomy teaching in a post-pandemic world and will be useful to those adapting to these changes and for those pedagogical researchers targeting where anatomical education research should focus moving forward.
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Affiliation(s)
- Alistair P Bond
- Faculty of Health and Life Sciences, Human Anatomy Resource Centre, Education Directorate, University of Liverpool, Liverpool, UK
| | - Alethea Kelsey
- Anatomy Hub, College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh, UK
| | - Gill Aitken
- Edinburgh Medical School-Medical Education, University of Edinburgh, Edinburgh, UK
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Cheng X, Bai J, Pan SQ, Li YQ, Yang X. Assessing Chinese anatomists' perceptions and attitudes toward blended learning through faculty development training programs. PeerJ 2023; 11:e16283. [PMID: 37927785 PMCID: PMC10621592 DOI: 10.7717/peerj.16283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Accepted: 09/21/2023] [Indexed: 11/07/2023] Open
Abstract
Background As a response to the COVID-19 pandemic, the faculty development program has partially shifted to online formats over the past two years, with a specific focus on professional training related to blended learning. The effectiveness of this training is closely tied to the perceptions and acceptability of blended learning among the trainees. This study aims to evaluate the perspectives of educators on blended learning, thereby assessing the efficacy of faculty training programs. Methods Anatomical teachers were chosen as a representative sample due to their significant presence among medical science educators. Chinese anatomists were invited to participate in a survey that gauges their attitudes and readiness for blended learning. Results A total of 297 responses were collected, covering all provinces in mainland China. The findings from the survey demonstrate that Chinese anatomists hold learning flexibility in the highest regard among the various facets of blended learning. Meanwhile, the presence of a connected learning community emerged as a pivotal factor influencing anatomists' perceptions, explaining 14.77% of the total variance. Further analysis showed noteworthy disparities in anatomists' attitudes toward blending learning based on their job titles, mentorship guidance, and support from in-service institutions. Notably, lecturers showed a more pronounced engagement in the connected learning community than teachers with different job titles. Additionally, anatomists who received stronger institutional support showed higher proficiencies in learning management. Conclusion This survey revealed that Chinese anatomists attribute considerable value to aspects such as learning flexibility, a connected learning community, and effective learning management within the domain of online/blended learning. Positive attitudes toward blended learning are likely to be nurtured by mentorship and institutional support, subsequently correlating with improved training outcomes. The distinctive characteristics observed among Chinese anatomists in the context of blended learning offers insights to enhance the effectiveness of faculty training programs, thereby facilitating the evolution of future teaching strategies.
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Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, Guangdong, China
| | - Jian Bai
- Medical College, Jinan University, Guangzhou, Guangdong, China
- School of Education, South China Normal University, Guangzhou, China
| | - San-Qiang Pan
- Department of Anatomy, Medical College, Jinan University, Guangzhou, China
| | - Yun-Qing Li
- Department of Anatomy, Histology and Embryology, K.K. Leung Brain Research Centre, The Fourth Military Medical University, Xi’an, Shanxi, China
| | - Xuesong Yang
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, Guangdong, China
- Clinical Research Center, Clifford Hospital, Guangzhou, People’s Republic of China
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Miltykh I, Kafarov ES, Covantsev S, Dadashev AS, Skarlis AA, Zenin OK. A new dimension in medical education: Virtual reality in anatomy during COVID-19 pandemic. Clin Anat 2023; 36:1007-1015. [PMID: 37485993 DOI: 10.1002/ca.24098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Revised: 06/29/2023] [Accepted: 07/06/2023] [Indexed: 07/25/2023]
Abstract
Virtual reality technology has been increasingly used in the field of anatomy education, particularly in response to the COVID-19 pandemic. Virtual reality in anatomy (VRA) allows the creation of immersive, three-dimensional environments or experiences that can interact in a seemingly real or physical way. A comprehensive search of electronic databases was conducted to identify relevant studies. The search included studies published between 2020 and June 2023. The use of VRA education has been shown to be effective in improving students' understanding and retention of knowledge, as well as developing practical skills such as surgical techniques. VRA can allow students to visualize and interact with complex structures and systems in a way that is not possible with traditional methods. It can also provide a safe and ethical alternative to cadavers, which may be in short supply or have access restrictions. Additionally, VRA can be used to create customized learning experiences, allowing students to focus on specific areas of anatomy or to repeat certain exercises as needed. However, there are also limitations to the use of VRA education, including cost and the need for specialized equipment and training, as well as concerns about the realism and accuracy of VRA models. To fully utilize the potential of VRA education, it is important for educators to carefully consider the appropriate use of VR and to continuously evaluate its effectiveness. It is important for educators to carefully consider the appropriate use of VRA and to continuously evaluate its effectiveness to fully utilize its potential.
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Affiliation(s)
- Ilia Miltykh
- Department of Human Anatomy, Penza State University, Penza, Russia
- Θ.Υ.Ε.∑.Π.Α. Program, National and Kapodistrian University of Athens, Athens, Greece
| | - Edgar S Kafarov
- Department of Normal and Topographic Anatomy with Operative Surgery, Chechen State University, Grozny, Russia
| | - Serghei Covantsev
- Department of Research and Clinical Development, Botkin Hospital, Moscow, Russia
| | - Ali S Dadashev
- Department of Normal and Topographic Anatomy with Operative Surgery, Chechen State University, Grozny, Russia
| | - Apostolos A Skarlis
- Data Protection Officer, National Center of Emergency Healthcare, Athens, Greece
- School of Law, National and Kapodistrian University of Athens, Athens, Greece
| | - Oleg K Zenin
- Department of Human Anatomy, Penza State University, Penza, Russia
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Khan J, Baatjes KJ, Layman-Lemphane JI, Correia J. Online anatomy education during the Covid-19 pandemic: Opinions of medical, speech therapy, and BSc Anatomy students. ANATOMICAL SCIENCES EDUCATION 2023; 16:892-906. [PMID: 36924347 DOI: 10.1002/ase.2271] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 03/10/2023] [Accepted: 03/14/2023] [Indexed: 06/18/2023]
Abstract
With the emergence of the Covid-19 pandemic in 2020, it was difficult to predict if the "cadaveric-based (golden) standard" of teaching anatomy would be possible in the unforeseeable future. This forced traditional anatomical teaching and learning practices to be transitioned to remote online platforms. This study explored the opinions of anatomy students (n = 51), on their online learning experience of anatomy during the Covid-19 pandemic. A mixed methods approach using a descriptive, exploratory study design was conducted, by use of an online survey. The survey consisted of a six-point Likert scale and was assembled into four sub-categories. Likert scale options ranged from; strongly disagree, to strongly agree, and not applicable. Results obtained seem to tally with expectations, indicating an adequate theoretical course component with room to improve practical online teaching. Most participants had a positive perception of the theoretical course content, duration, and platforms of communication. Virtual classes were simple to navigate with few technical difficulties experienced by the participants. Students also noted having access to sufficient study material, videos, and additional online material. Overall, more than half of all participants reported adapting well to the remote learning environment, however, the greatest challenge experienced highlighted a sense of deprivation from the lack of cadaver exposure and hands-on instruction. This research highlighted the effects of the pandemic on the modality of anatomy education and how it affected students. Although anatomy is multi-modal, it can be concluded that it is possible to achieve academic success by using online learning methods.
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Affiliation(s)
- Johara Khan
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Karin J Baatjes
- Dean's Division, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
- Division of Surgery, Department of Surgical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Jodie I Layman-Lemphane
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Janine Correia
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
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11
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Gardanova Z, Belaia O, Zuevskaya S, Turkadze K, Strielkowski W. Lessons for Medical and Health Education Learned from the COVID-19 Pandemic. Healthcare (Basel) 2023; 11:1921. [PMID: 37444754 DOI: 10.3390/healthcare11131921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 06/27/2023] [Accepted: 07/01/2023] [Indexed: 07/15/2023] Open
Abstract
Our paper analyzes lessons for medical education and health education stemming from the experience gained in the course of the COVID-19 pandemic. Moreover, it tackles the issue of the social health and psychological wellbeing of medical students involved in online education during the COVID-19 pandemic. The paper systematizes up-to-date data on how medical schools and universities have adapted to the conditions of the COVID-19 pandemic and implemented novel effective solutions for the learning process, such as transitioning from traditional in-person classes to online learning, incorporating virtual simulations and telemedicine experiences for clinical training, and collaborating with health authorities to provide support in testing and contact tracing efforts. The paper contains an analysis of various aspects of medical education, such as the changes in practical classes, the impact of the pandemic on the formation of communication skills, methods for assessing students' knowledge and skills, and many others. It also considers case studies related to the implementation of educational programs, methodologies, and novel digital technologies in a pandemic. Additionally, the paper features an empirical study that is based on the results of our own survey that was carried out with the help of a snowball convenient sampling that involved 710 medical students between 19 and 25 years of age (56% females and 44% males) from 4 Russian regions (Moscow, Krasnodar, Kazan, and Saint Petersburg). We applied the correlation between stress scores, anxiety scores, factors of stress, and strategies for coping with stress and various economic and demographic variables (age, environment, and gender) that were analyzed using the chi-square test. Our results demonstrate that over 85% of the students in our sample yielded an above-average vulnerability to stress due to the COVID-19 restrictions. At the same time, around 61% of the students experienced severe anxiety during online education in the COVID-19 pandemic. The important factors leading to stress and anxiety were the fear of getting infected and social distancing, and the best strategy to deal with stress and increase wellbeing was self-control. Through a comprehensive review of the literature and empirical estimations, our paper identifies key areas of improvement, including curriculum adaptation, technology integration, faculty development, student support, and interprofessional collaboration. The proposed recommendations aim at strengthening medical education systems and preparing healthcare professionals to effectively navigate future pandemics.
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Affiliation(s)
- Zhanna Gardanova
- Department of Psychotherapy, Pirogov Russian National Research Medical University, Ostrovitianov Str. 1, Moscow 117997, Russia
| | - Olga Belaia
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Svetlana Zuevskaya
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Klavdiya Turkadze
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Wadim Strielkowski
- Department of Trade and Finance, Faculty of Economics and Management, Czech University of Life Sciences Prague, Kamýcká 129, Prague 6, 165 00 Prague, Czech Republic
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Koucheki R, Lex JR, Morozova A, Ferri D, Hauer TM, Mirzaie S, Ferguson PC, Ballyk B. Immersive Virtual Reality and Cadaveric Bone are Equally Effective in Skeletal Anatomy Education: A Randomized Crossover Noninferiority Trial. JOURNAL OF SURGICAL EDUCATION 2023; 80:1028-1038. [PMID: 37150701 DOI: 10.1016/j.jsurg.2023.04.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Revised: 02/10/2023] [Accepted: 04/09/2023] [Indexed: 05/09/2023]
Abstract
OBJECTIVE Immersive virtual reality (IVR) technology is transforming medical education. Our aim was to compare the effectiveness of IVR with cadaveric bone models in teaching skeletal anatomy. DESIGN A randomized crossover noninferiority trial was conducted. SETTING Anatomy laboratory of a large medical school. PARTICIPANTS Incoming first-year medical students. Participants were randomized to IVR or cadaveric groups studying upper limb skeletal anatomy, and then were crossed over to use the opposite tool, to study lower limb skeletal anatomy. Participants in both groups completed a pre-and postintervention knowledge test. The primary endpoint of the study was change in performance from the pre-to postintervention knowledge test. Surveys were completed to assess participant's impressions on IVR as an educational tool. RESULTS Fifty first-year medical students met inclusion criteria and were randomized. Among all students, the average score on the preintervention knowledge test was 14.6% (standard deviation (SD) = 18.2%) and 25.0% (SD = 17%) for upper and lower limbs, respectively. Percentage increase in scores between pre-and postintervention knowledge test, was 15.0% in the upper limb IVR group, and 16.7% for upper limb cadaveric bones (p = 0.286). For the lower limb, score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.936). 79% of participants found that IVR was most valuable for teaching 3-dimensional orientation, anatomical relationships, and key landmarks. Majority of participants were favorable towards combination use of traditional methods and IVR technology for learning skeletal anatomy (LSM>3). CONCLUSIONS In this randomized controlled trial, there was no significant difference in knowledge after using IVR or cadaveric bones for skeletal anatomy education. These findings have further implications for medical schools that face challenges in acquiring human cadavers and cadaveric parts.
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Affiliation(s)
- Robert Koucheki
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Institute of Biomedical Engineering, Toronto, Ontario, Canada.
| | - Johnathan R Lex
- Institute of Biomedical Engineering, Toronto, Ontario, Canada; Division of Orthopaedic Surgery, University of Toronto, Ontario, Canada
| | - Alexandra Morozova
- Division of Anatomy, University of Toronto, Ontario, Canada; Department of Anatomy, Third Faculty of Medicine, Charles University, Prague, Czechia
| | - Dario Ferri
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Tyler M Hauer
- Institute of Biomedical Engineering, Toronto, Ontario, Canada
| | - Sarah Mirzaie
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, California
| | - Peter C Ferguson
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Division of Orthopaedic Surgery, University of Toronto, Ontario, Canada; Department of Orthopaedic Surgery, Mount Sinai Hospital, Toronto, Ontario, Canada
| | - Barbara Ballyk
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; Division of Anatomy, University of Toronto, Ontario, Canada
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Chen J, Gao B, Wang K, Lei Y, Zhang S, Jin S, Yang W, Zhuang Y. WeChat as a platform for blending problem/case-based learning and paper review methods in undergraduate paediatric orthopaedics internships: a feasibility and effectiveness study. BMC MEDICAL EDUCATION 2023; 23:322. [PMID: 37158869 PMCID: PMC10166020 DOI: 10.1186/s12909-023-04269-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2022] [Accepted: 04/17/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND Paediatric orthopaedics is a significant and difficult for undergraduate students to master. During the COVID-19 pandemic, we used the WeChat platform to combine the advantages offered by problem-based learning (PBL), case-based learning (CBL) and paper review teaching methods to establish a new blended online teaching model and demonstrated its feasibility and effectiveness. OBJECTIVE This study aims to demonstrate the feasibility and effectiveness of a new blended pedagogical method that uses the WeChat platform and combines PBL, CBL and paper review. METHODS We enrolled 22 students participating in the Department of Paediatric Orthopaedics. They participated in the WeChat blended pedagogy mode. Their departmental rotation examination scores were compared with those of 23 students who participated in the traditional teaching method. Moreover, an anonymous questionnaire was used to evaluate students' perceptions and experiences. RESULTS The total average scores of students who participated in the WeChat blended pedagogy mode and the traditional teaching method were 47.27 and 44.52, respectively. There were no statistically significant differences between the online teaching mode and the traditional teaching method in terms of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P = 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the scores associated with the WeChat blended pedagogy mode were 8.00, 8.00 and 6.00, whereas those associated with the traditional teaching method were 6.70, 6.87 and 7.48. The overall satisfaction with the WeChat blended pedagogy mode reached 100%. A total of 64%, 86%, 68%, 64% and 59% of students chose very large or large in response to the items concerning professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills, respectively. Fifteen participants claimed that the WeChat blended pedagogy mode was less helpful to them with regard to promoting the improvement of their clinical skills. Nine students claimed that the WeChat blended pedagogy mode was time-consuming. CONCLUSIONS Our study verified the feasibility and effectiveness of the WeChat blended pedagogy mode for undergraduate paediatric orthopaedics internships. TRIAL REGISTRATION Retrospectively registered.
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Affiliation(s)
- Junfei Chen
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Bingjun Gao
- Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Kunyao Wang
- Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Yinghan Lei
- Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Shengling Zhang
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Shaobin Jin
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Weiwei Yang
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China
| | - Yan Zhuang
- Department of Paediatric Surgery, Qilu Hospital of Shandong University, Jinan, 250012, Shandong, People's Republic of China.
- Shandong University, Jinan, 250012, Shandong, People's Republic of China.
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Müller W, Leyer M. Understanding intention and use of digital elements in higher education teaching. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-27. [PMID: 37361789 PMCID: PMC10148007 DOI: 10.1007/s10639-023-11798-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 04/11/2023] [Indexed: 06/28/2023]
Abstract
Digital elements are being increasingly used in higher education teaching, but the intention and their actual use vary depending on the lecturers. We used the reasoned action approach to understand the beliefs and intentions behind the use of digital elements in this context. We conducted a quantitative survey in which university lecturers shared their intention concerning the use of digital learning elements and indicated their actual use. The results confirm the influence of attitude, perceived norms, and perceived behavioral control on the intention to use digital learning elements. However, we also identified an intention-behavior gap: Only one-time effort to become familiar with digital elements has a significant impact on actual usage. We conclude that, above all, teachers must first be given the opportunity to become familiar with digital learning elements to be able to use them effectively. Understanding why such an intention-behavior gap exists should be the aim of future studies.
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Affiliation(s)
- Wieland Müller
- Institute of Business Administration, University of Rostock, Rostock, Germany
| | - Michael Leyer
- Digitalisation and Process Management, University of Marburg, Marburg, Germany
- School of Management, Queensland University of Technology, Brisbane, Australia
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Sadeghinezhad J. Online veterinary anatomy education during Covid-19 pandemic in Iran: Challenges and opportunities. Vet Med Sci 2023. [PMID: 36943939 DOI: 10.1002/vms3.1123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2022] [Revised: 01/28/2023] [Accepted: 03/03/2023] [Indexed: 03/23/2023] Open
Abstract
BACKGROUND The covid-19 pandemic changed veterinary anatomy in-person training to inexperienced virtual training rapidly. OBJECTIVES This survey was designed to assess the perceptions of first- and second-year Iranian veterinary students on learning outcomes during the online transition. METHODS The opinions of 684 students were examined using questionnaire. RESULTS The data showed that 23.8% of students were interested in learning anatomy online and 24.8% were satisfied with it. Only 13.5% of the students in the survey generally agree with replacing remote teaching with ordinary training. Less than 1% of students considered online education suitable for the practical part of anatomy. Most of the students' sources for theoretical part included professor's booklets, narrated PowerPoint lectures, in-class notes, and anatomy books. Professors' dissection videos, YouTube videos and also anatomy atlases were the most used sources for practical part. Many students (69.3%) were comfortable using technology. Few numbers of the students (36.1%) were satisfied with the result of the online anatomy exam. Students commented missing dissection, lack of interaction and technology challenges as main negative-points of E-learning. While time management and reviewing the recorded lessons was described as one of the most important benefits. CONCLUSIONS Online education cannot replace face-to-face education in anatomy and it can be used along ordinary training as an additional educational tool. However, group online learning activities, using dissection videos and 3-D software are suggested for online learning. The data of this study, collected for the first time in Iran, can be used for future decisions in veterinary anatomy.
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Affiliation(s)
- Javad Sadeghinezhad
- Department of Basic Sciences, Faculty of Veterinary Medicine, University of Tehran, Tehran, Iran
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Karaca Bozdağ Z, Çandır B, Gayretli Ö, Arı Z. A survey-based research of medical faculty students' experiences on anatomy education during the Covid-19 pandemic process. Morphologie 2023; 107:12-21. [PMID: 35184941 PMCID: PMC8806146 DOI: 10.1016/j.morpho.2022.01.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Revised: 01/27/2022] [Accepted: 01/28/2022] [Indexed: 10/27/2022]
Abstract
PURPOSE In this study, the purpose was to uncover the views of medical students about online anatomy education adopted during the COVID-19 pandemic period. It was also aimed to determine whether medical school students found online education suitable for anatomy lectures and which materials they desired to use during teaching anatomy practice lectures in this process. METHODS A survey form that was prepared with the Google Survey application was administered to the Medical Faculty Term 1 and 2 students who received anatomy courses at Istanbul Yeni Yüzyıl University in the spring semester of the 2019-2020 academic year. RESULTS A total of 180 students, 53.89% of whom were 1st graders and 46.11% 2nd graders participated in the study, and 43.89% of the students stated that they found online education suitable for anatomy theoretical courses, and 12.78% for anatomy practice courses. Also, 43.75% of Term 1 and 41.77% of Term 2 students stated that the pandemic negatively affected the teaching of anatomy theoretical courses. It was found that students considered that anatomy practice courses were more affected by the pandemic before and during the pandemic (P<0.001). CONCLUSIONS This study uncovered that the pandemic process negatively affected anatomy education and students made more use of face-to-face education. We believe that the results obtained in the study will shed light on the views of anatomists on the teaching of anatomy in the online education process.
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Affiliation(s)
- Z. Karaca Bozdağ
- Department of Anatomy, Faculty of Medicine, Istanbul Yeni Yüzyıl University, Istanbul, Turkey,Department of Anatomy, Faculty of Medicine, Istanbul Medipol University, Istanbul, Turkey
| | - B.N. Çandır
- Department of Anatomy, Faculty of Medicine, Istanbul Yeni Yüzyıl University, Istanbul, Turkey,Corresponding author at: Maltepe Caddesi, Yılanlı Ayazma Yolu, İstanbul Yeni Yüzyıl Üniversitesi, No. 26, 34010 Zeytinburnu, Istanbul, Turkey
| | - Ö. Gayretli
- Department of Anatomy, Istanbul Faculty of Medicine, Istanbul University, Istanbul, Turkey
| | - Z. Arı
- Department of Anatomy, Faculty of Medicine, Istanbul Yeni Yüzyıl University, Istanbul, Turkey
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Vasil'ev YL, Dydykin SS, Kashtanov AD, Molotok EV, Lyakisheva AA, Kytko OV, Kapitonova M, Vorobyov AA, Litvina EV, Filimonov VI, Bezhin AI, Kolsanov AV. A comparative analysis of lecturers' satisfaction with Anatomage and Pirogov virtual dissection tables during clinical and topographic anatomy courses in Russian universities. ANATOMICAL SCIENCES EDUCATION 2023; 16:196-208. [PMID: 36571469 DOI: 10.1002/ase.2248] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 09/19/2022] [Accepted: 12/22/2022] [Indexed: 06/17/2023]
Abstract
Anatomy is increasingly taught using computer-assisted learning tools, including electronic interactive anatomy dissection tables. Anatomage was he first virtual anatomy dissection table introduced in Russian medical universities and gained popularity among lecturers and students. The Pirogov interactive anatomy table was recently released, but the strengths and weakness of each platform is currently unknown. The objective of this article is to survey lecturers in anatomy to understand their perspectives on the Pirogov versus Anatomage virtual dissection tables' application to teaching in medical universities. A total of 80 anatomy educators from 12 Russian universities, using Anatomage (n = 40) and Pirogov (n = 40) tables were surveyed regarding their satisfaction with the application of the respective tables. Using a five-point Likert scale, both tables were assessed, and responses were statistically analyzed. In addition, qualitative analysis was performed on free response comments provided by survey respondents. There was no significant difference in overall satisfaction ratings between Pirogov (4.38 ± 0.53) and Anatomage (3.94 ± 0.60) interactive tables (p > 0.05). The Anatomage table ranked significantly higher on the accuracy of displayed anatomical details, resolution of the images, and its suitability for teaching senior medical and postgraduate students. Pirogov table performed significantly better on survey items measuring ergonomics, ability to assess students' performance, and teaching basic anatomy to junior first- and second-year medical students. Thus, in summary, anatomists' responses indicated that while both tables are suitable for teaching anatomy, the Pirogov table was superior in undergraduate medical education and the Anatomage table was more beneficial for teaching more senior trainees.
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Affiliation(s)
- Yuriy L Vasil'ev
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Sergey S Dydykin
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Artem D Kashtanov
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Ekaterina V Molotok
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Alexandra A Lyakisheva
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Olesya V Kytko
- Department of Operative Surgery and Topographic Anatomy, Sechenov University, Moscow, Russian Federation
| | - Marina Kapitonova
- Department of Basic Medical Sciences, Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak, Kota Samarahan, Malaysia
| | - Alexandr A Vorobyov
- Department of Operative Surgery and Topographic Anatomy, Volgograd State Medical University, Volgograd, Russian Federation
| | - Ekaterina V Litvina
- Department of Operative Surgery and Topographic Anatomy, Volgograd State Medical University, Volgograd, Russian Federation
| | - Vladimir I Filimonov
- Department of Operative Surgery and Topographic Anatomy, Yaroslavl State Medical University, Yaroslavl, Russian Federation
| | - Alexandr I Bezhin
- Professor A.D. Myasnikov Department of Operative Surgery and Topographic Anatomy, Kursk State Medical University, Kursk, Russian Federation
| | - Alexandr V Kolsanov
- Department of Operative Surgery and Clinical Anatomy with a Course of Innovative Technologies, Samara State Medical University, Samara, Russian Federation
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18
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In the eye of the beholder - how course delivery affects anatomy education. Ann Anat 2023; 246:152043. [PMID: 36549401 PMCID: PMC9762916 DOI: 10.1016/j.aanat.2022.152043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 11/17/2022] [Accepted: 12/08/2022] [Indexed: 12/24/2022]
Abstract
BACKGROUND The COVID-19 pandemic caused major shifts in students' learning strategies as well as teaching environments that profoundly affected the delivery of anatomy courses in medical schools. The Department of Anatomy at the University of Zagreb School of Medicine had a unique experience where the anatomy course in 2019/2020 was first taught in-person before transferring to an online course delivery, while the inverse happened in 2020/2021. The core curriculum, course material and examination criteria were the same in both academic years. The aim of the study was to determine whether course delivery affected students' perceptions of the course and whether it impacted students' engagement and success. METHODS The students' perceptions of the course were assessed via an anonymous course survey (student evaluation of teaching, SET). The questions in the SET assessed the usefulness of teaching modalities rather than students' satisfaction. Most questions were in the form of statements to which students responded with their level of agreement on a five-point Likert scale. Differences between responses in 2019/2020 and 2020/2021 were analyzed using the Mann-Whitney test. Effect size was estimated using Cliff's delta and association between responses was assessed using Spearman's r coefficient. RESULTS Students' perceptions were significantly affected by changes in course delivery. Students' success and engagement were higher in 2019/2020 when in-person teaching preceded online teaching. Furthermore, students' views on course organization and the usefulness of continuous assessment were more positive in 2019/2020. Finally, students' perceptions of the usefulness of online materials and activities were more positive in 2019/2020. All comparisons between the two academic years were statistically significant (P ≤ 0.0001 for all comparisons, Mann-Whitney test). CONCLUSIONS Students' perceptions of the anatomy course were dependent on the teaching environment they were exposed to at the beginning of the course. A transfer from in-person to online course delivery was more successful than vice-versa. This has important implications for structuring hybrid courses in medical education in the future.
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Hortsch M, Girão-Carmona VCC, de Melo Leite ACR, Nikas IP, Koney NKK, Yohannan DG, Oommen AM, Li Y, Meyer AJ, Chapman J. Teaching Cellular Architecture: The Global Status of Histology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:177-212. [PMID: 37644293 DOI: 10.1007/978-3-031-36727-4_9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
Histology or microanatomy is the science of the structure and function of tissues and organs in metazoic organisms at the cellular level. By definition, histology is dependent on a variety of microscope techniques, usually light or more recently virtual, as well as electron microscopy. Since its inception more than two centuries ago, histology has been an integral component of biomedical education, specifically for medical, dental, and veterinary students. Traditionally, histology has been taught in two sequential phases, first a didactic transfer of information to learners and secondly a laboratory segment in which students develop the skill of analyzing micrographic images. In this chapter, the authors provide an overview of how histology is currently taught in different global regions. This overview also outlines which educational strategies and technologies are used, and how the local and cultural environment influences the histology education of medical and other students in different countries and continents. Also discussed are current trends that change the teaching of this basic science subject.
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Affiliation(s)
- Michael Hortsch
- Departments of Cell and Developmental Biology and of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI, USA.
| | | | | | - Ilias P Nikas
- School of Medicine, European University Cyprus, Nicosia, Cyprus
| | - Nii Koney-Kwaku Koney
- Department of Anatomy, University of Ghana Medical School, University of Ghana, Korle Bu, Ghana
| | - Doris George Yohannan
- Government Medical College, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Aswathy Maria Oommen
- Government Medical College, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Yan Li
- Department of Human Anatomy, Histology and Embryology, Fudan University, Shanghai, China
| | - Amanda J Meyer
- Department of Anatomy, Physiology, and Human Biology, School of Human Sciences, The University of Western Australia, Perth, WA, Australia
| | - Jamie Chapman
- Tasmanian School of Medicine, University of Tasmania, Hobart, TAS, Australia
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Messerer DAC, Behr JL, Kraft SF, Schön M, Horneffer A, Kühl SJ, Benedikt Seifert L, Huber-Lang M, Böckers TM, Böckers A. The gross anatomy course: SARS-CoV-2 pandemic-related effects on students' learning, interest in peer-teaching, and students' perception of its importance. ANATOMICAL SCIENCES EDUCATION 2022. [PMID: 36564994 DOI: 10.1002/ase.2245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Revised: 11/30/2022] [Accepted: 12/05/2022] [Indexed: 06/17/2023]
Abstract
The COVID-19 pandemic required adjustments and limitations in university teaching, thereby challenging teaching concepts in anatomy requiring in-person contact, including the gross anatomy course. Therefore, the present study investigates the impact of COVID-19-associated adjustments on students' perception of the gross anatomy course's importance and quality, students' preferred learning setting and outcome, and their motivation to involve themselves in academic activities, including becoming a future peer-teacher of the course. Using paper-based questionnaires in Ulm, Germany, 397 (response rate: 82.3%) students of the winter term of 2020/2021 were surveyed using quantitative and qualitative items, which were compared with cohorts prior to the pandemic. Students reported a higher global rating on course quality during COVID-19 (pre-COVID-19: 5.3 ± 0.9, during-COVID-19: 5.6 ± 0.7, p < 0.001; 1 = very bad, 6 = very good). Students' perceived importance of the gross anatomy course showed a small but significant increase (pre-COVID-19: 4.2 ± 0.6, during-COVID-19: 4.3 ± 0.6, p < 0.001; 1 = strongly disagree, 6 = strongly agree). Students' motivation to apply as a peer-teacher remained stable, nevertheless, they reported less interest in transferring their knowledge to junior students. Finally, students reported that they spent significantly more learning time alone and their examination grades remained unchanged during the pandemic. Astonishingly, despite radical changes of the teaching environment due to COVID-19, students appreciate the offered teaching and highly valued the gross anatomy course.
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Affiliation(s)
- David Alexander Christian Messerer
- Institute of Clinical and Experimental Trauma-Immunology, University Hospital Ulm, Ulm, Germany
- Department of Transfusion Medicine and Hemostaseology, Friedrich-Alexander University Erlangen-Nuremberg, University Hospital Erlangen, Erlangen, Germany
| | - Jonathan Lukas Behr
- Institute for Anatomy and Cell Biology, Medical Faculty, Ulm University, Ulm, Germany
| | - Sophie Felice Kraft
- Institute for Anatomy and Cell Biology, Medical Faculty, Ulm University, Ulm, Germany
| | - Michael Schön
- Institute for Anatomy and Cell Biology, Medical Faculty, Ulm University, Ulm, Germany
| | - Astrid Horneffer
- Office of the Dean of Studies, Medical Faculty, Ulm University, Ulm, Germany
| | - Susanne Julia Kühl
- Institute of Biochemistry and Molecular Biology, Ulm University, Ulm, Germany
| | - Lukas Benedikt Seifert
- Department of Oral, Cranio-Maxillofacial, and Facial Plastic Surgery, University Hospital Frankfurt, Frankfurt, Germany
| | - Markus Huber-Lang
- Institute of Clinical and Experimental Trauma-Immunology, University Hospital Ulm, Ulm, Germany
| | - Tobias Maria Böckers
- Institute for Anatomy and Cell Biology, Medical Faculty, Ulm University, Ulm, Germany
- Office of the Dean of Studies, Medical Faculty, Ulm University, Ulm, Germany
| | - Anja Böckers
- Institute for Anatomy and Cell Biology, Medical Faculty, Ulm University, Ulm, Germany
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Xiao J, Evans DJR. Anatomy education beyond the Covid-19 pandemic: A changing pedagogy. ANATOMICAL SCIENCES EDUCATION 2022; 15:1138-1144. [PMID: 36066879 PMCID: PMC9538031 DOI: 10.1002/ase.2222] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 08/15/2022] [Accepted: 09/04/2022] [Indexed: 05/05/2023]
Abstract
The coronavirus disease 2019 (Covid-19) pandemic has induced multifaceted changes in anatomical education. There has been a significant increase in the employment of digital technologies coupled with the upskilling of educators' capacity and altered attitudes toward the digitalization process. While challenges remain, learners have demonstrated capabilities to adapt to digital delivery, engagement and assessment. With alternative and innovative teaching and learning strategies having been trialed and implemented for almost two years, the key question now is what the pedagogy will be for anatomy education beyond the pandemic. Here we discuss some of the changes in anatomy education that have taken place as a result of the Covid-19 pandemic and importantly present some outlooks for evidence-based anatomy pedagogy as the world enters the post-pandemic phase and beyond. The authors conclude that the anatomy discipline is ready to further modernize and has the opportunity to use digital technologies to evolve and enhance anatomy education to ensure students are provided with the learning experience which will prepare them best for the future.
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Affiliation(s)
- Junhua Xiao
- Department of Health Science and BioStatistics, School of Health SciencesSwinburne University of TechnologyHawthornVictoriaAustralia
- School of Allied HealthLa Trobe UniversityMelbourneVictoriaAustralia
| | - Darrell J. R. Evans
- School of Medicine and Public Health, College of Health, Medicine and WellbeingThe University of NewcastleNewcastleNew South WalesAustralia
- Faculty of Medicine, Nursing and Health SciencesMonash UniversityMelbourneVictoriaAustralia
- School of Rural MedicineUniversity of New EnglandArmidaleNew South WalesAustralia
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22
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Ghosh SK. Evolving strategies in whirlwind mode: The changing face of anatomy education during Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:1103-1119. [PMID: 35924417 PMCID: PMC9537882 DOI: 10.1002/ase.2214] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Revised: 07/22/2022] [Accepted: 08/02/2022] [Indexed: 05/28/2023]
Abstract
The Covid-19 pandemic stipulated adoption of unfamiliar strategies for delivering anatomy education in online mode. The factors which determine education strategies are variable across geographical regions. It was perceived that an overview of education strategies around the globe would be useful for anatomists. Hence this narrative review was undertaken to collate observations from different geographical regions pertaining to education strategies adopted during the pandemic. Data relevant to the topic of study were extracted from 12 articles that were selected from an initial pool of 317 articles based on search criteria set for the review. Subtle differences in core education strategies implied that baseline response from anatomists was similar across regions. It was evident that online digital tools were key elements of education strategies adopted by educators for delivering online anatomy classes across the globe. Interestingly, a considerable gap in terms of number and variety of online tools used for anatomy education (those requiring commercial purchase) was noted between economically developed and developing regions. This may have an impact on learning outcome for students and may even lead to variations in anatomical knowledge by regions. It was observed that offline human dissection sessions were incorporated into online practical classes in one region as positive cases showed a declining trend. This positive development is worth emulating elsewhere based on cautious assessment of prevailing situation. From a broad perspective timely introduction of education strategies ensured delivery of anatomy education during the pandemic and gave an evolved outlook to the fabric of anatomy education.
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Xiao J, Adnan S. Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students' experience and learning performance. ANATOMICAL SCIENCES EDUCATION 2022; 15:1086-1102. [PMID: 35751579 PMCID: PMC9796349 DOI: 10.1002/ase.2207] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 06/18/2022] [Accepted: 06/19/2022] [Indexed: 05/21/2023]
Abstract
Anatomy is shifting toward a greater focus on adopting digital delivery. To advance digital and authentic learning in anatomy, a flipped classroom model integrating multimodal digital resources and a multimedia group assignment was designed and implemented for first-year neuroanatomy and third-year regional anatomy curricula. A five-point Likert scale learning and teaching survey was conducted for a total of 145 undergraduate health science students to evaluate students' perception of the flipped classroom model and digital resources. This study revealed that over two-thirds of participants strongly agreed or agreed that the flipped classroom model helped their independent learning and understanding of difficult anatomy concepts. The response showed students consistently enjoyed their experience of using multimodal digital anatomy resources. Both first-year (75%) and third-year (88%) students strongly agreed or agreed that digital tools are very valuable and interactive for studying anatomy. Most students strongly agreed or agreed that digital anatomy tools increased their learning experience (~80%) and confidence (> 70%). The third-year students rated the value of digital anatomy tools significantly higher than the first-year students (p = 0.0038). A taxonomy-based assessment strategy revealed that the third-year students, but not the first-year, demonstrated improved performance in assessments relating to clinical application (p = 0.045). In summary, a flipped anatomy classroom integrating multimodal digital approaches exerted positive impact upon learning experience of both junior and senior students, the latter of whom demonstrated improved learning performance. This study extends the pedagogy innovation of flipped classroom teaching, which will advance future anatomy curriculum development, pertinent to post-pandemic education.
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Affiliation(s)
- Junhua Xiao
- Department of Health Sciences and Biostatistics, School of Health SciencesSwinburne University of TechnologyHawthornVictoriaAustralia
- School of Allied HealthLa Trobe UniversityBundooraVictoriaAustralia
| | - Sharmeen Adnan
- Department of Health Sciences and Biostatistics, School of Health SciencesSwinburne University of TechnologyHawthornVictoriaAustralia
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Gasmalla HEE, Mossa AH, Taha MH, Wadi MM, Shehzad K, Abdalla ME, Hadie SNH. Promoting more future-ready anatomy education after the Covid-19 pandemic: A scoping review. ANATOMICAL SCIENCES EDUCATION 2022; 15:1120-1137. [PMID: 36205041 DOI: 10.1002/ase.2227] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 09/19/2022] [Accepted: 10/02/2022] [Indexed: 06/16/2023]
Abstract
The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O'Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula.
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Affiliation(s)
- Hosam Eldeen Elsadig Gasmalla
- Warwick Medical School, University of Warwick, Coventry, UK
- Department of Anatomy, Faculty of Medicine, Al Neelain University, Khartoum, Sudan
| | - Abubakr H Mossa
- Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed H Taha
- Medical Education Centre and College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Majed M Wadi
- Department of Medical Education, Qassim College of Medicine, Qassim University, Buraydah, Kingdom of Saudi Arabia
| | - Khalid Shehzad
- Department of Anatomy and Histology, Qassim College of Medicine, Qassim University, Buraydah, Kingdom of Saudi Arabia
| | - Mohamed Elhassan Abdalla
- School of Medicine, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia
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Salman A, Qureshi AS, Umar Z, Riaz M, Usman M, Zulfiqar S, Ali U, Saeed H. Effects of COVID-19 pandemic on anatomy education of medical and dental students of Pakistan; a reality check. SURGICAL AND RADIOLOGIC ANATOMY : SRA 2022; 44:1495-1500. [PMID: 36260136 PMCID: PMC9580425 DOI: 10.1007/s00276-022-03034-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/26/2022] [Accepted: 10/10/2022] [Indexed: 11/04/2022]
Abstract
Purpose Virtual anatomy education was the only way that supported the learning process of the students during the forced lockdown time of COVID-19 pandemic. The intention of the current study was to apprehend the expected challenges experienced by the medical and dental students during their cyber anatomy classes. Methods This study was carried on 300 1st and 2nd year medical and dental students who joined their respective college in January 2020, and consented to participate in the study. A multiple choice questionnaire regarding their stance about these online classes was formed and student’s feedback was taken. Results Most (80%) of the students longed for their traditional anatomy learning i.e., dissection courses, didactic lectures, interaction and motivation from their mentors and peer. The students blamed the learning without live dissections, models and microscopic slides for their lack of confidence. More than 80% students blamed inappropriate gadgets, absence of high-band internet connections, as possible barriers in their digital learning. Lack of self-motivation was considered by 66% students. Conclusions This situation of anatomy education while lockdown was not intentional and should not be taken as the silver bullet solution for a subject like anatomy. Although students had to face a lot of challenges but this shift to online mode went swiftly at the time of health crisis. This digital learning may extend for an indefinite period, the students’ feedback will be helpful in bringing appropriate and timely modifications in digital anatomy education.
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Affiliation(s)
- Amber Salman
- Department of Anatomy, The University of Faisalabad-Health Sciences Wings, Faisalabad, Pakistan
| | - Anas Sarwar Qureshi
- Department of Anatomy, University of Agriculture, Faisalabad, 38040, Pakistan
| | - Zaima Umar
- Department of Anatomy, The University of Faisalabad-Health Sciences Wings, Faisalabad, Pakistan.
| | - Momna Riaz
- Department of Anatomy, The University of Faisalabad-Health Sciences Wings, Faisalabad, Pakistan
| | - Muhamad Usman
- Department of Anatomy, College of Veterinary and Animal Sciences, Narrowal, Pakistan
| | - Saba Zulfiqar
- Department of Anatomy, The University of Faisalabad-Health Sciences Wings, Faisalabad, Pakistan
| | - Uzma Ali
- Department of Anatomy, Faisalabad Medical University, Faisalabad, Pakistan
| | - Humaima Saeed
- Department of Physics, The University of Faisalabad-Health Sciences Wings, Faisalabad, Pakistan
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Stone D, Longhurst GJ, Dulohery K, Campbell T, Richards A, O’Brien D, Franchi T, Hall S, Border S. A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online. MEDICAL SCIENCE EDUCATOR 2022; 32:1117-1130. [PMID: 36160292 PMCID: PMC9483883 DOI: 10.1007/s40670-022-01633-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/06/2022] [Indexed: 06/01/2023]
Abstract
INTRODUCTION The approaches to learning students adopt when learning anatomy online could yield important lessons for educators. Dissection room teaching can encourage students to adopt a deep approach to learning anatomy. It was therefore hypothesized that the proportion of students adopting a deep approach to learning would be lower in a population learning anatomy online. This research aims to investigate the experiences of students learning anatomy online during the COVID-19 pandemic and the approaches to learning they adopted. METHODS A survey was distributed to medical students at 7 universities across the UK and Ireland. The survey included two previously validated questionnaires: Approaches and Study Skills Inventory for Students and Anatomy Learning Experience Questionnaire. RESULTS The analysis included 224 unique student responses. Students' approach to learning mirrored reports from previous studies conducted during face-to-face tuition with 44.3% adopting deep, 40.7% strategic, 11.4% surface, and 3.6% combined learning approaches. The university (p = 0.019) and changes to formative (p = 0.016) and summative (p = 0.009) assessments significantly impacted approach to learning. Students reported that online resources were effective but highlighted the need for clearer guidance on how to find and use them successfully. CONCLUSION It is important to highlight that students value in-person opportunities to learn from human cadaveric material and hence dissection room sessions should remain at the forefront of anatomical education. It is recommended that future online and/or blended provisions of anatomy teaching include varied resources that maximize engagement with media featuring cadaveric specimens. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01633-7.
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Affiliation(s)
- Danya Stone
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, East Sussex, BN1 9PX UK
| | - Georga J. Longhurst
- Department of Anatomical Sciences, St George’s University of London, London, SW17 0RE UK
| | - Kate Dulohery
- School of Medicine, University of Sunderland, Sunderland, SR1 3SD UK
| | - Thomas Campbell
- School of Medicine, University College Dublin, Dublin, D04 V1W8 Ireland
| | | | - Dominic O’Brien
- Department of Medical Education, Brighton and Sussex Medical School, Brighton, East Sussex, BN1 9PX UK
| | - Thomas Franchi
- School of Medicine, University of Sheffield, Sheffield, S10 2TN UK
| | - Samuel Hall
- Centre for Learning Anatomical Sciences, Southampton University, Southampton, SO17 1BJ UK
| | - Scott Border
- Department of Anatomy, University of Glasgow, Glasgow, G12 8QQ UK
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Hsu PT, Ho YF. Effects of Online Teaching during the COVID-19 Pandemic on Nursing Students’ Intention to Join the Nursing Workforce: A Cross-Sectional Study. Healthcare (Basel) 2022; 10:healthcare10081461. [PMID: 36011118 PMCID: PMC9408362 DOI: 10.3390/healthcare10081461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 07/19/2022] [Accepted: 07/30/2022] [Indexed: 11/26/2022] Open
Abstract
Nursing education programs were interrupted and largely moved online as a result of the COVID-19 pandemic. The purpose of this study was to explore Taiwanese nursing students’ perspectives on online teaching during the COVID-19 pandemic and whether changes in teaching models have affected their intention to join the nursing workforce. A multi-center cross-sectional survey was conducted. Nursing students at universities and those at 5-year junior colleges were recruited to participate in the study. Data were collected through an online questionnaire survey. A total of 687 students responded to the questionnaire. The results were analyzed using percentages, mean ranks, and nonparametric methods. The results showed that 78.6% of the students agreed that online teaching was more flexible; most students stated that technical problems with computer equipment and stability of the network were large challenges that impeded online teaching. Furthermore, up to 64.8% of the students considered that online courses had affected their preparations for future nursing jobs, especially in terms of a lack of proficiency in nursing skills and inadequacy in actual interactions with patients. Online teaching is a powerful tool for nursing education, but a thoughtful strategy and more proactive approach are necessary to overcome the existing challenges for online teaching.
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Affiliation(s)
- Pei-Ti Hsu
- Department of Nursing, Ching Kuo Institute of Management and Health, Keelung 20301, Taiwan;
| | - Ya-Fang Ho
- School of Nursing, China Medical University, Taichung 406040, Taiwan
- Nursing Department, China Medical University Hospital, Taichung 404332, Taiwan
- Correspondence: ; Tel.: +886-4-22967979 (ext. 7108)
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Schurr AF, Burg BJ, Dickinson E, Granatosky MC. No cuts, no buts: Satisfaction of first-year medical students with a hybrid prosection-based model for learning gross anatomy during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:827-838. [PMID: 35726438 PMCID: PMC9350165 DOI: 10.1002/ase.2205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Revised: 05/31/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
Few realized the extent of disruption that the Covid-19 global pandemic would impose upon higher anatomical education. While many institutions were obliged to adopt a fully-remote online model, the New York Institute of Technology College of Osteopathic Medicine strove to develop a curriculum that would allow medical students to receive an in-person anatomy education. A hybrid model that emphasized learning from prosected cadavers and self-study stations was implemented, with the remainder of the students' time directed toward studying at home. Through an anonymous survey aimed at gleaning student satisfaction, this study demonstrates that this hybrid prosection-based anatomy course aligned with student preferences both assuming no health risk (64.6% agreed) and given the current risk of contracting Covid-19 (78.5% agreed). Generally, students felt that their education was equal to that of previous years (Likert scale = 3.24 ± 1.05), fostered an appreciation for anatomy (4.56 ± 0.59), promoted teamwork (4.13 ± 0.85), and prepared them for practical examinations (4.18 ± 0.74). Linear mixed-effect models demonstrated that specific differences in results could be attributed to students' preconceived preferences toward student-led dissections and to past medical training. Importantly, most students "disagree" (1.97 ± 1.00) that they were concerned about the risk of exposure to Covid-19 during in-person anatomy laboratory sessions. Areas requiring improvement were identified by the model, including the provision of access to the cadavers outside of the regularly scheduled laboratory times (3.89 ± 1.08). These findings should be utilized when designing future gross anatomy courses in response to the "new normal".
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Affiliation(s)
- Alissa F. Schurr
- New York Institute of Technology College of Osteopathic MedicineOld WestburyNew YorkUSA
| | - Brandon J. Burg
- New York Institute of Technology College of Osteopathic MedicineOld WestburyNew YorkUSA
| | - Edwin Dickinson
- Department of AnatomyNew York Institute of Technology College of Osteopathic MedicineOld WestburyNew YorkUSA
| | - Michael C. Granatosky
- Department of AnatomyNew York Institute of Technology College of Osteopathic MedicineOld WestburyNew YorkUSA
- Center for Biomedical InnovationNew York Institute of Technology College of Osteopathic MedicineOld WestburyNew YorkUSA
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Zhang JF, Zilundu PLM, Fu R, Zheng XF, Zhou LH, Guo GQ. Medical students' perceptions and performance in an online regional anatomy course during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:928-942. [PMID: 35766990 DOI: 10.1002/ase.2208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 04/09/2022] [Accepted: 06/24/2022] [Indexed: 06/15/2023]
Abstract
The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.
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Affiliation(s)
- Ji-Feng Zhang
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Prince Last Mudenda Zilundu
- College of Dentistry, Ajman University, Ajman Emirate, United Arab Emirates
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
| | - Rao Fu
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
- Department of Anatomy, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Xue-Feng Zheng
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Li-Hua Zhou
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
- Department of Anatomy, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Guo-Qing Guo
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
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Schulte H, Schmiedl A, Mühlfeld C, Knudsen L. Teaching gross anatomy during the Covid-19 pandemic: Effects on medical students' gain of knowledge, confidence levels and pandemic-related concerns. Ann Anat 2022; 244:151986. [PMID: 35914632 PMCID: PMC9334863 DOI: 10.1016/j.aanat.2022.151986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Revised: 07/10/2022] [Accepted: 07/20/2022] [Indexed: 11/25/2022]
Abstract
For medical students the dissection course is the preferred method to learn gross anatomy. However, the added value of active cadaver dissection on knowledge gain in multimodal curricula offering a diversity of e-learning resources is unknown. The Covid-19-related lockdown forced educators to replace the dissection course by e-learning resources. At the end of the summer term 2020 loosening of pandemic-related regulations allowed offering a compact, voluntary active dissection course of the head-neck region to first-year medical students at Hannover Medical School. A study was conducted comparing a dissection group (G1, n = 115) and a non-dissection group (G2, n = 23). Knowledge gain and confidence level were measured with a multiple-choice (MC-)test. The use of e-learning resources was recorded. A questionnaire measured motivation, interest and level of concern regarding Covid-19 and anatomy teaching. No differences between groups were found regarding motivation and interest in anatomy of the head-neck region. G2, however, had significantly higher concerns regarding the Covid-19 pandemic than G1. Neither before nor after the educational intervention, differences in the scores of the MC-test were found. However, after the course G1 answered more MC-questions with highest confidence level than G2 (6.7 ± 6.0 vs. 3.6 ± 4.6, p < 0.05) and demonstrated by trend an increased improvement in the scores of image-based questions (30.8 ± 18.2 % vs. 17.1 ± 14.8 %, p = 0.06). In general, frequent users of online quizzes, a part of the e-learning resources, scored significantly better in the knowledge test. Active dissection improves self-assurance to identify anatomical structures and should be re-implemented in multimodal, blended-learning-based anatomical curricula in the post-pandemic era.
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Affiliation(s)
- Henri Schulte
- Institute of Functional and Applied Anatomy, Hannover Medical School, Hannover, Germany
| | - Andreas Schmiedl
- Institute of Functional and Applied Anatomy, Hannover Medical School, Hannover, Germany
| | - Christian Mühlfeld
- Institute of Functional and Applied Anatomy, Hannover Medical School, Hannover, Germany
| | - Lars Knudsen
- Institute of Functional and Applied Anatomy, Hannover Medical School, Hannover, Germany.
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Sadeghinezhad J. Dissection videos as a virtual veterinary anatomy peer learning tool: Trialled at the University of Tehran during the Covid-19 pandemic. Anat Histol Embryol 2022; 52:55-61. [PMID: 35872592 PMCID: PMC9349933 DOI: 10.1111/ahe.12841] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 06/25/2022] [Accepted: 06/29/2022] [Indexed: 02/06/2023]
Abstract
The Covid-19 pandemic forced universities around the world to use online education instead of face-to-face teaching. Veterinary anatomy training was also affected, and laboratory classes were disrupted by this transition. To reduce the effects of virtual education on students' anatomy learning, peer learning using dissection videos was introduced at University of Tehran. This study describes the design and implementation of this method and evaluates the students' perceptions regarding this programme. The opinions of 98 students were examined using a questionnaire. The data showed that dissection videos were one of the main sources of anatomy study (67.3%). Among students who used videos, 69.6% students became more interested in anatomy and 73% learned anatomy better with this approach. Students used these videos to review anatomy (88.7%) and even learn new content (87.6%). Most surveyed students used laptops (73%) and cell phones (14.6%) to watch videos. In this study, 19.1% of respondents were estimated to be low users, 68.5% medium users and 12.4% high users. A large number of students (83.1%) trusted their peer teacher in providing the lesson. Dissection videos play an important role in conveying a three-dimensional understanding of anatomical structures, and peer teaching is also effective in learning because of the strong connection between tutors and tutees. This study supports students' acceptance of the use of peer dissection videos for learning online veterinary anatomy.
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Affiliation(s)
- Javad Sadeghinezhad
- Department of Basic SciencesFaculty of Veterinary MedicineUniversity of TehranTehranIran
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Evans DJR, Pawlina W. The future of anatomy education: Learning from Covid-19 disruption. ANATOMICAL SCIENCES EDUCATION 2022; 15:643-649. [PMID: 35656637 DOI: 10.1002/ase.2203] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/06/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Darrell J R Evans
- School of Medicine and Public Health, The University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Wojciech Pawlina
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota, USA
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Holzmann-Littig C, Zerban NL, Storm C, Ulhaas L, Pfeiffer M, Kotz A, Wijnen-Meijer M, Keil S, Huber J. One academic year under COVID-19 conditions: two multicenter cross-sectional evaluation studies among medical students in Bavarian medical schools, Germany students' needs, difficulties, and concerns about digital teaching and learning. BMC MEDICAL EDUCATION 2022; 22:450. [PMID: 35681177 PMCID: PMC9183753 DOI: 10.1186/s12909-022-03480-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 05/20/2022] [Indexed: 05/10/2023]
Abstract
BACKGROUND Since March 2020, COVID-19 has created a need for adaptation in many areas of life. This study explores medical students' perspectives on digital teaching under conditions of the COVID-19 pandemic. It focuses on expectations and concerns about digital teaching, the evaluation of specific aspects of teaching, and requests for future teaching. METHODS Six German faculties have joined forces within the Bavarian network for medical education to develop and deploy a common core questionnaire. Cross-sectional surveys were conducted at the end of the summer semester 2020 and winter semester 2020/21. Medical students from different semesters participated in the online survey. Data was analyzed descriptively and/or inferentially. Item differences across semesters were examined using contingency tables and Chi2 tests. Mean values were compared using the independent samples t-test; answer frequencies in retrospective and prospective concerns were compared using contingency tables and Chi2 tests with Yates' correction. RESULTS In the summer semester 2020, 1565 students and in winter semester 2020/21, 1727 students took part in the survey. Students' main prospective concern was lack of social exchange between fellow students (70%), but also with teachers. Second and third most often concerns were a lack of practical training (68%) and lack of integration of on-site digital teaching (50%). Approximately 7% of the students lacked sufficient access to technical equipment.. Approximately 39% of the students lacked a sufficient internet connection for synchronous digital teaching, 17% for asynchronous digital teaching. On-site teaching was the preferred form of teaching (60%), and there was a preference for asynchronous (24%) over synchronous (15%) digital teaching. Teaching recordings (79%) were particularly popular to complement future on-site teaching. CONCLUSIONS The following areas of education under COVID-19 conditions are highly important to medical students: adequacy of information sharing, integration of opportunities for exchange with fellow students and teachers, possibility to perform practical trainings. After the normalization of the pandemic situation, on-site teaching should be supplemented with blended learning concepts such as the inverted classroom model. Percentages of results are rounded averages from summer and winter semesters.
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Affiliation(s)
- Christopher Holzmann-Littig
- TUM Medical Education Center, Faculty of Medicine, Technical University of Munich, Munich, Germany.
- Department of Nephrology, University Hospital rechts der Isar, Faculty of Medicine, Technical University of Munich, Munich, Germany.
| | - Nina L Zerban
- Institute of Medical Teaching and Medical Education Research, University Hospital of Würzburg, Würzburg, Germany
- Simulated Patient Program, Faculty of Medicine, Julius-Maximilians-Universität of Würzburg, Würzburg, Germany
| | - Clara Storm
- Institute for Medical Education, University Hospital, Ludwig-Maximilians-Universität Munich, Munich, Germany
| | - Lilian Ulhaas
- Faculty of Medicine, Dean's Office and Department of Medical Education Augsburg DEMEDA, Augsburg University, Augsburg, Germany
| | - Mona Pfeiffer
- Institute for Medical Education, University Hospital, Ludwig-Maximilians-Universität Munich, Munich, Germany
| | - Alexander Kotz
- Faculty of Medicine, Office of the Dean for Student Affairs, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
| | - Marjo Wijnen-Meijer
- TUM Medical Education Center, Faculty of Medicine, Technical University of Munich, Munich, Germany
| | - Stephanie Keil
- Faculty of Medicine, Dean's Office, University of Regensburg, Regensburg, Germany
| | - Johanna Huber
- Institute for Medical Education, University Hospital, Ludwig-Maximilians-Universität Munich, Munich, Germany
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Chang M, Liao M, Lue J, Yeh C. The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students' performance during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:476-492. [PMID: 35291048 PMCID: PMC9082485 DOI: 10.1002/ase.2179] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Revised: 03/05/2022] [Accepted: 03/12/2022] [Indexed: 06/14/2023]
Abstract
Due to the Covid-19 pandemic, National Taiwan University anatomy teachers adopted asynchronous online video teaching and reduced the size of anatomy laboratory groups in April 2020. The aim of this study was to investigate the impact of these changes on medical students' learning. Before Covid-19, the performance of the 2019-2020 cohort was significantly better than that of the 2018-2019 cohort. However, the implementation of modified teaching strategies significantly lowered the laboratory midterm score of the 2019-2020 cohort in the second semester. Conversely, the final laboratory examination score of the 2019-2020 cohort was significantly higher than that of the 2018-2019 cohort. Through correlation analysis, lecture and laboratory examination scores were highly correlated. Additionally, the difference in lecture and laboratory z-scores between two cohorts, the Likert scale survey and free-text feedback of the 2019-2020 cohort, were conducted to show the impact of modified teaching strategies. There were several important findings in this study. First, the change in teaching strategies may temporarily negatively influence medical students to learn anatomy. Besides, analyzing the performance of laboratory assessments could be a complementary strategy to evaluate online assessments. Applying lecture examination scores to predict laboratory performance was a feasible way to identify students who may have difficulty in learning practical dissection. Finally, reducing group size together with reduced peer discussion may have a negative effect on learning cadaver dissection for students with low academic performance. These findings should be taken into consideration when anatomy teachers apply new teaching strategies in anatomy courses.
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Affiliation(s)
- Ming‐Fong Chang
- Department of Anatomy and Cell BiologyNational Taiwan University College of MedicineTaipeiTaiwan
| | - Meng‐Lin Liao
- Department of Anatomy and Cell BiologyNational Taiwan University College of MedicineTaipeiTaiwan
| | - June‐Horng Lue
- Department of Anatomy and Cell BiologyNational Taiwan University College of MedicineTaipeiTaiwan
| | - Chi‐Chuan Yeh
- Department of SurgeryNational Taiwan University HospitalNational Taiwan University College of MedicineTaipeiTaiwan
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Lima P, Souza e Silva R, Guedert DG, Costa ACF, Gondim DV, Vale ML. Teaching human anatomy to the visually impaired: a systematic review. Clin Anat 2022; 35:660-665. [DOI: 10.1002/ca.23887] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Accepted: 04/13/2022] [Indexed: 11/10/2022]
Affiliation(s)
- Paola Lima
- Department of Morphology Federal University of Ceará Fortaleza Brazil
- Department of Medicine at the University Center for the Development of Alto Vale do Itajaí Rio do Sul Brazil
| | - Renata Souza e Silva
- Department of Medicine at the University Center for the Development of Alto Vale do Itajaí Rio do Sul Brazil
| | - Denis Guilherme Guedert
- Department of Morphology Federal University of Ceará Fortaleza Brazil
- Department of Medicine at the University Center of Brusque Brusque Brazil
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Assessment of the opinions and experiences of anatomy educators regarding the distance anatomy education in medical facilities under the effect of COVID-19 in Turkey. Surg Radiol Anat 2022; 44:791-802. [PMID: 35428908 PMCID: PMC9012254 DOI: 10.1007/s00276-022-02934-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Accepted: 03/24/2022] [Indexed: 12/13/2022]
Abstract
Purpose Methods Results Conclusion
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Al‐Alami ZM, Adwan SW, Alsous M. Remote learning during Covid-19 lockdown: A study on anatomy and histology education for pharmacy students in Jordan. ANATOMICAL SCIENCES EDUCATION 2022; 15:249-260. [PMID: 34951117 PMCID: PMC9011493 DOI: 10.1002/ase.2165] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2020] [Revised: 12/04/2021] [Accepted: 12/20/2021] [Indexed: 06/14/2023]
Abstract
The Covid-19 pandemic has changed almost all aspects of education. The anatomy and histology courses for pharmacy students focus heavily on the face-to-face communication of theory and practical knowledge, and due to the pandemic, only theory content was delivered in an online format. This brought up many concerns about pharmacy student preparedness. This work explores the effectiveness and student perspective of remote teaching of the theoretical anatomy and histology course in Jordanian universities from the perspective of pharmacy students. The objectives are to determine the strengths, challenges, and the effectiveness of remote delivery on student learning. An online-based validated questionnaire was distributed to students majoring in Pharmacy and enrolled in the course during the second semester of 2019-2020 at 11 universities in Jordan. A total of 442 students participated in the study. Results showed that there were significant differences in perceptions of the social media platforms used in distance learning and remote delivery of the course. Most participants had positive perceptions of the educational process and studying via distance learning. There were many strengths noted including time flexibility and several challenges such as the lack of face-to-face interaction with instructors, inadequate internet connectivity, and technical issues. In conclusion, online-taught anatomy and histology course during the Covid-19 lockdown in Jordan was a success as perceived by students, but the course still possessed challenges need to be overcome in the future.
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Affiliation(s)
- Zina M. Al‐Alami
- Department of Medical Laboratory SciencesFaculty of Allied Medical SciencesAl‐Ahliyya Amman UniversityAmmanJordan
- Pharmacological and Diagnostic Research CenterAl‐Ahliyya Amman UniversityAmmanJordan
| | - Sofia W. Adwan
- Department of Medical Laboratory SciencesFaculty of Allied Medical SciencesAl‐Ahliyya Amman UniversityAmmanJordan
- Pharmacological and Diagnostic Research CenterAl‐Ahliyya Amman UniversityAmmanJordan
| | - Mervat Alsous
- Department of Clinical Pharmacy and Pharmacy PracticeFaculty of PharmacyYarmouk UniversityIrbidJordan
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Bauler LD, Lesciotto KM, Lackey-Cornelison W. Factors impacting the rapid transition of anatomy curricula to an online environment in response to Covid-19. ANATOMICAL SCIENCES EDUCATION 2022; 15:221-232. [PMID: 34898018 DOI: 10.1002/ase.2163] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 12/09/2021] [Accepted: 12/09/2021] [Indexed: 06/14/2023]
Abstract
Due to the Covid-19 pandemic, many academic institutions had to rapidly transition education to a remote online environment. While a hurdle for most educators, this transition posed an even greater challenge for anatomy educators, many of whom were forced to depart from the traditional cadaver-based laboratory to a virtual format. Recent publications have discussed the rapid transition to online formats necessitated by Covid-19 and the accompanying difficulties, but none have identified specific factors that influenced the difficulty of this transition. Anatomy educators were surveyed to examine how this transition was accomplished and perceived. Of the 165 educators who responded, the majority utilized cadaver-based laboratory instruction. Educators felt that transitioning the laboratory portion of their courses was significantly more difficult and required more time than converting lecture materials. Factors that impacted the difficulty of the transition included a number of pedagogical aspects of the pre-Covid-19 curricula, including the delivery format of prior content, availability of pre-existing electronic materials, and the laboratory technique previously used. Additionally, the length of time an educator had been teaching prior to Covid-19 impacted their perception of difficulty, with newer and more senior educators finding this much more challenging than mid-tenure educators. Ease of transition may be related to previous exposure to curricular reform, experience with multiple anatomy pedagogies, and educator adaptability. While not surprising that converting a cadaver-based laboratory to an online format was challenging, knowledge of the alignment of this difficulty with prior educator pedagogy can help guide future innovations to anatomy education.
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Affiliation(s)
- Laura D Bauler
- Department of Biomedical Sciences, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, Michigan, USA
| | - Kate M Lesciotto
- Department of Clinical Anatomy, College of Osteopathic Medicine, Sam Houston State University, Conroe, Texas, USA
| | - Wendy Lackey-Cornelison
- Department of Biomedical Sciences, Western Michigan University Homer Stryker MD School of Medicine, Kalamazoo, Michigan, USA
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Papa V, Varotto E, Galli M, Vaccarezza M, Galassi FM. One year of anatomy teaching and learning in the outbreak: Has the Covid-19 pandemic marked the end of a century-old practice? A systematic review. ANATOMICAL SCIENCES EDUCATION 2022; 15:261-280. [PMID: 34890477 PMCID: PMC9011560 DOI: 10.1002/ase.2162] [Citation(s) in RCA: 28] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 12/06/2021] [Accepted: 12/08/2021] [Indexed: 05/21/2023]
Abstract
At the end of 2019, the Covid-19 pandemic spread caused restrictions in business and social spheres. Higher education was also severely affected: universities and medical schools moved online to distance learning and laboratory facilities closed. Questions arise about the long-term effects of this pandemic on anatomical education. In this systematic review, the authors investigated whether or not anatomical educators were able to deliver anatomical knowledge during this pandemic. They also discuss the challenges that anatomical education has faced over the last year. The search strategy was conducted between July 2020 and July 2021. Two hundred and one records were identified, and a total of 79 studies were finally included. How best to deliver anatomy to students remains a moot point. In the last years, the advent of new technologies has raised the question of the possible overcoming of dissection as the main instrument in anatomical education. The Covid-19 pandemic further sharpened the debate. Remote learning enhanced the use of technologies other than cadaveric dissection to teach anatomy. Moreover, from the analyzed records it appears that both from students' perspective as well as teachers' there is a clear tear between those who endorse dissection and those who believe it could be easily overcome or at least integrated by virtual reality and online learning. The authors strongly believe that the best anatomy teaching practice requires the careful adaptation of resources and methods. Nevertheless, they support cadaveric dissection and hope that it will not be replaced entirely as a result of this pandemic.
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Affiliation(s)
- Veronica Papa
- Department of Motor Sciences and WellnessSchool of Sciences, Engineering and HealthUniversity of Naples “Parthenope”NaplesItaly
- Forensic Anthropology, Paleopathology and Bioarchaeology (FAPAB) Research CenterAvolaItaly
| | - Elena Varotto
- Forensic Anthropology, Paleopathology and Bioarchaeology (FAPAB) Research CenterAvolaItaly
- Department of Humanities (DISUM)University of CataniaCataniaItaly
- Archaeology, College of Humanities, Arts and Social SciencesFlinders UniversityAdelaideSouth AustraliaAustralia
| | - Massimo Galli
- Department of Biomedical and Clinical Sciences “Luigi Sacco”University of MilanMilanItaly
- III Division of Infectious DiseasesASST Fatebenefratelli SaccoMilanoItaly
| | - Mauro Vaccarezza
- Curtin Medical SchoolFaculty of Health SciencesCurtin UniversityPerthWestern AustraliaAustralia
- Curtin Health Innovation Research Institute (CHIRI), Faculty of Health SciencesCurtin UniversityPerthWestern AustraliaAustralia
| | - Francesco M. Galassi
- Forensic Anthropology, Paleopathology and Bioarchaeology (FAPAB) Research CenterAvolaItaly
- Archaeology, College of Humanities, Arts and Social SciencesFlinders UniversityAdelaideSouth AustraliaAustralia
- Department of Biomedical and Neuromotor SciencesUniversity of BolognaBolognaItaly
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40
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Mahdy MAA, Sayed RKA. Evaluation of the online learning of veterinary anatomy education during the Covid-19 pandemic lockdown in Egypt: Students' perceptions. ANATOMICAL SCIENCES EDUCATION 2022; 15:67-82. [PMID: 34714602 PMCID: PMC8653125 DOI: 10.1002/ase.2149] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Revised: 10/11/2021] [Accepted: 10/26/2021] [Indexed: 05/21/2023]
Abstract
The sudden shift of veterinary anatomy teaching from traditional to online mode during the coronavirus disease 2019 (Covid-19) pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate the students' perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two-thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face-to-face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three-dimensional virtual tools and electronic devices with either free or low-priced Internet packages, and measuring students' understanding before and after each lecture. This is the first study to solicit the early students' feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision-makers in Egypt for future implementation of online learning of veterinary anatomy.
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Affiliation(s)
- Mohamed A. A. Mahdy
- Department of Anatomy and EmbryologyFaculty of Veterinary MedicineSouth Valley UniversityQenaEgypt
| | - Ramy K. A. Sayed
- Department of Anatomy and EmbryologyFaculty of Veterinary MedicineSohag UniversitySohagEgypt
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41
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Wilhelm J, Mattingly S, Gonzalez VH. Perceptions, satisfactions, and performance of undergraduate students during Covid-19 emergency remote teaching. ANATOMICAL SCIENCES EDUCATION 2022; 15:42-56. [PMID: 34859608 PMCID: PMC9011711 DOI: 10.1002/ase.2161] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 07/13/2021] [Accepted: 11/29/2021] [Indexed: 06/12/2023]
Abstract
Due to the Covid-19 pandemic, the education system worldwide faced sudden and unforeseen challenges. Many academic institutions closed their doors, forcing both educators and students to transition to Emergency Remote Teaching (ERT) for the remainder of the semester. This transition eliminated hands-on experiences, increased workload, and altered curricula. However, these aspects, as well as students' perceptions, study habits, and performance in response to ERT remain poorly documented. This contribution describes changes in the curriculum of an undergraduate cadaver-based laboratory, and explores students' performance, self-perceived learning, and overall satisfaction during this educational crisis. Online content delivery for this course included both asynchronous instruction and synchronous discussion sessions. While formative assessments remained the same, online spotter examinations included short answer, multiple choice, multiple answer, ordering, and true and false questions. Despite examination grades improving 20% during ERT, students reported lower levels of learning, confidence, and engagement with the course materials when compared to the face-to-face portion of the class. The most prevalent challenges identified by students were those related to the loss of access to cadaver-based learning, including difficulty identifying and visualizing structures in three dimensions, and the loss of context and sensorial cues. Flexibility in taking examinations and learning the material at their own pace were recognized as positive outcomes of the ERT transition. While the resulting student perceptions and performances are unsurprising, they offer insight into the challenges of fostering a productive learning environment in a future threatened by epidemic outbreak and economic uncertainty.
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Affiliation(s)
- Jessica Wilhelm
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
| | - Spencer Mattingly
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
| | - Victor H. Gonzalez
- Department of Ecology and Evolutionary BiologyCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
- Undergraduate Biology ProgramCollege of Liberal Arts and SciencesUniversity of KansasLawrenceKansasUSA
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42
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Saverino D, Zarcone D. Keeping histology students under the microscope during Covid-19 lockdown: Lessons learned from the University of Genoa. ANATOMICAL SCIENCES EDUCATION 2022; 15:86-88. [PMID: 34758199 PMCID: PMC8652816 DOI: 10.1002/ase.2153] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Revised: 10/28/2021] [Accepted: 11/06/2021] [Indexed: 05/06/2023]
Affiliation(s)
- Daniele Saverino
- Department of Experimental MedicineSchool of Medical and Pharmaceutical SciencesUniversity of GenovaGenovaItaly
- Department of AutoimmunologyPoliclinic hospital San Martino di GenoaGenovaItaly
| | - Daniela Zarcone
- Department of Experimental MedicineSchool of Medical and Pharmaceutical SciencesUniversity of GenovaGenovaItaly
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Attardi SM, Harmon DJ, Barremkala M, Bentley D, Brown KM, Dennis JF, Goldman H, Harrell KM, Klein BA, Ramnanan C, Farkas GJ. An analysis of anatomy education before and during Covid-19: August-December 2020. ANATOMICAL SCIENCES EDUCATION 2022; 15:5-26. [PMID: 34758206 PMCID: PMC8653345 DOI: 10.1002/ase.2152] [Citation(s) in RCA: 50] [Impact Index Per Article: 25.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 10/26/2021] [Accepted: 11/06/2021] [Indexed: 05/21/2023]
Abstract
Coronavirus disease-2019 (Covid-19) disrupted the in-person teaching format of anatomy. To study changes in gross anatomy education that occurred during August-December, 2020 compared to before the pandemic, an online survey was distributed to anatomy educators. The 191 responses received were analyzed in total and by academic program, geographic region, and institution type. Cadaver use decreased overall (before: 74.1 ± 34.1%, during: 50.3 ± 43.0%, P < 0.0001), as well as across allopathic and osteopathic medicine, therapy, undergraduate, and veterinary programs (P < 0.05), but remained unchanged for other programs (P > 0.05). Cadaver use decreased internationally and in the US (P < 0.0001), at public and private (P < 0.0001) institutions, and among allopathic medical programs in Northeastern, Central, and Southern (P < 0.05), but not Western, US geographical regions. Laboratories during Covid-19 were delivered through synchronous (59%), asynchronous (4%), or mixed (37%) formats (P < 0.0001) and utilized digital resources (47%), dissection (32%), and/or prosection (21%) (P < 0.0001). The practical laboratory examination persisted during Covid-19 (P = 0.419); however, the setting and materials shifted to computer-based (P < 0.0001) and image-based (P < 0.0001), respectively. In-person lecture decreased during Covid-19 (before: 88%, during: 24%, P = 0.003). When anatomy digital resources were categorized, dissection media, interactive software, and open-access content increased (P ≤ 0.008), with specific increases in BlueLink, Acland's Videos, and Complete Anatomy (P < 0.05). This study provided evidence of how gross anatomy educators continued to adapt their courses past the early stages of the pandemic.
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Affiliation(s)
- Stefanie M. Attardi
- Department of Foundational Medical StudiesOakland University William Beaumont School of MedicineRochesterMichiganUSA
| | - Derek J. Harmon
- Department of AnatomyUniversity of California, San Francisco, School of MedicineSan FranciscoCaliforniaUSA
| | - Malli Barremkala
- Department of Foundational Medical StudiesOakland University William Beaumont School of MedicineRochesterMichiganUSA
| | - Danielle C. Bentley
- Division of Anatomy, Temerty Faculty of MedicineUniversity of TorontoTorontoOntarioCanada
| | - Kirsten M. Brown
- Department of Anatomy and Cell BiologyGeorge Washington University School of Medicine and Health SciencesWashingtonDCUSA
| | - Jennifer F. Dennis
- Department of AnatomyKansas City University College of MedicineJoplinMissouriUSA
| | - Haviva M. Goldman
- Department of Neurobiology and AnatomyDrexel University College of MedicinePhiladelphiaPennsylvaniaUSA
| | - Kelly M. Harrell
- Department of Anatomy and NeurobiologyVirginia Commonwealth University School of MedicineRichmondVirginiaUSA
| | - Barbie A. Klein
- Department of AnatomyUniversity of California, San Francisco, School of MedicineSan FranciscoCaliforniaUSA
| | | | - Gary J. Farkas
- Department of Physical Medicine and RehabilitationUniversity of Miami Miller School of MedicineMiamiFloridaUSA
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Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11120820] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Face-to-face education continues to present benefits in terms of student motivation, even though in COVID-19 scenario, online education has been the model of choice. In addition to the traditional face-to-face style, the intensive face-to-face style remains, which allows greater flexibility for the student. The objective of this study was to compare both educational styles and build an organizational model to improve student satisfaction. Two-way general linear model (GLM) with educational styles and satisfaction as fixed factors and discriminant analysis was applied. The selection of the most discriminant variables was made applying the F of Snedecor, Wilks’-Lambda, and the 1-Tolerance. A discriminant model was built. The four variables with the highest discriminant power were problem-solving communication with students’ representatives and shared knowledge and goals with lectures in the intensive style and frequent communication with administrative officers in the traditional style. In addition, it was found that greater face-to-face attendance did not imply greater coordination and that intensive style students show greater satisfaction. The appropriate duration of face-to-face education can contribute to the design of an innovative hybrid system in the future.
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Diaz CM, Linden K, Solyali V. Novel and Innovative Approaches to Teaching Human Anatomy Classes in an Online Environment During a Pandemic. MEDICAL SCIENCE EDUCATOR 2021; 31:1703-1713. [PMID: 34422452 PMCID: PMC8370460 DOI: 10.1007/s40670-021-01363-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/23/2021] [Indexed: 05/22/2023]
Abstract
In view of the current situation with a worldwide pandemic, the use of online teaching has become critical. This is difficult in the context of human anatomy, a subject contingent primarily on the use of human cadaveric tissues for learning through face-to-face practical laboratory sessions. Although anatomy has been taught using online resources including 3D models and anatomy applications, feedback from students and academic staff does not support the replacement of face-to-face teaching. At Charles Sturt University, we were obligated to cancel all classes on-campus in 2020 due to the COVID-19 pandemic. We ran exclusive online anatomy practical classes replacing classes usually run on campus. We designed an alternative program that consisted of twenty pre-recorded videos that were prepared in the anatomy laboratory using cadaveric tissues, and then discussed in live (and interactive) tutorials. Furthermore, innovative approaches to learning were shown and encouraged by the lecturer. Student survey responses indicated a positive response to both the anatomical videos and the innovative learning approaches. The results obtained by students showed a statistically significant increase in high distinctions and marked decrease in the amount of fail grades, compared with the previous three years (not online). The use of these videos and the encouragement of innovative learning approaches was a novel experience that will add valuable experiences for improved practice in online anatomy teaching. We propose that online anatomy videos of cadavers combined with innovative approaches are an efficient and engaging approach to replace face-to-face anatomy teaching under the current contexts.
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Affiliation(s)
- Claudia M. Diaz
- Faculty of Science, Charles Sturt University, Albury, N.S.W Australia
| | - Kelly Linden
- Faculty of Science, Charles Sturt University, Albury, N.S.W Australia
| | - Veli Solyali
- Faculty of Science, Engineering and Built Environment, Deakin University, Geelong, VIC Australia
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Longhurst GJ. Teaching a blind student anatomy during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:586-589. [PMID: 34236766 PMCID: PMC8426809 DOI: 10.1002/ase.2120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Revised: 06/03/2021] [Accepted: 07/06/2021] [Indexed: 06/13/2023]
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47
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Donkin R, Rasmussen R. Student Perception and the Effectiveness of Kahoot!: A Scoping Review in Histology, Anatomy, and Medical Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:572-585. [PMID: 33900041 DOI: 10.1002/ase.2094] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 02/18/2021] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
The impact of the Covid-19 pandemic has presented challenges in medical education particularly, with development of online learning in a short time period. Notably there has been a significant increase in the use of digital technology applications to meet this challenge. For instance, in the first quarter of 2020 the game-based software Kahoot! reported a threefold increase in players and a fivefold increase in asynchronous learning globally. However, there is limited research into the use of game-based digital technology applications such as Kahoot! and the associated learning theories, particularly in histology, anatomy, and medical education. This scoping review explored the utilization, outcome scores, and student perceptions of learning with the application of Kahoot! in histology, anatomy, and medical education. Online databases were used to identify articles published between 2013 and 2021 from which 12 articles were included in the review. The majority of articles supported positive student outcomes including improved collaborative learning, improved knowledge of content, attendance, and participation. Minor negative aspects included increased time on task, overwhelming learning content, and distractions due to gadgets. None of the articles included a control group. The main educational theories identified were active learning followed by social and constructivism learning theory. In light of the Covid-19 pandemic a rapid and fundamental shift in how digital applications are being used in educational institutions has evolved. Further research on learning frameworks and studies with control groups is required to evaluate Kahoot! as a potentially valuable online application in histology, anatomy, and medical education.
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Affiliation(s)
- Rebecca Donkin
- Discipline of Biomedical Sciences, School of Health and Behavioral Sciences, University of the Sunshine Coast, Maroochydore, Queensland, Australia
| | - Rosemary Rasmussen
- Discipline of Biomedical Sciences, School of Health and Behavioral Sciences, University of the Sunshine Coast, Maroochydore, Queensland, Australia
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Dulohery K, Scully D, Longhurst GJ, Stone DM, Campbell T. Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland. Clin Anat 2021; 34:948-960. [PMID: 33998056 PMCID: PMC8239787 DOI: 10.1002/ca.23758] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 05/14/2021] [Indexed: 12/23/2022]
Abstract
It is critical that academic opinion of pandemic pedagogy is comprehensively quantified in order to inform future practices. Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID-19, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face-to-face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student-student (66.7%) and student-tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic-induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.
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Affiliation(s)
- Kate Dulohery
- School of Medicine, University of Sunderland, Sunderland, UK
| | - Deirdre Scully
- Department of Anatomy, Trinity College Dublin, the University of Dublin, School of Medicine, Dublin, Ireland
| | - Georga J Longhurst
- Department of Anatomical Sciences, St. George's, University of London, London, UK
| | - Danya M Stone
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, UK
| | - Thomas Campbell
- School of Medicine, University College Dublin, Dublin, Ireland
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Evans DJR, Pawlina W. Effects of Covid-19: The Need to Assess the Real Value of Anatomy Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:129-131. [PMID: 33547880 PMCID: PMC8013589 DOI: 10.1002/ase.2061] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Affiliation(s)
- Darrell J. R. Evans
- School of Medicine and Public HealthThe University of NewcastleCallaghanNew South WalesAustralia
- Faculty of Medicine, Nursing and Health SciencesMonash UniversityClaytonVictoriaAustralia
| | - Wojciech Pawlina
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and ScienceMayo ClinicRochesterMinnesota
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Smith CF, Pawlina W. A Journey Like No Other: Anatomy 2020! ANATOMICAL SCIENCES EDUCATION 2021; 14:5-7. [PMID: 33306260 DOI: 10.1002/ase.2039] [Citation(s) in RCA: 45] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Affiliation(s)
- Claire F Smith
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Wojciech Pawlina
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
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