Checklist-based active learning in anatomy demonstration sessions during the COVID-19 pandemic: Perception of medical students

Human anatomy is an essential component of the medical curricula. Anatomy education has been significantly affected during the COVID-19 pandemic. The aim of this study was to explore student's perceptions on a blended learning approach using Checklist-based Active Learning in Anatomy Demonstration Sessions (CALADS) as a method in comparison to the two previously used methods; namely face-to-face Structured Problem-Related Anatomy Demonstrations (SPRAD) and online anatomy learning. A comparative, cross-sectional, survey-based study was conducted. The survey was composed of 13 questions that explored preference of learning anatomy in demonstration sessions of 4th year pre-clerkship students who have had their anatomy learning through face-to-face SPRAD in year 2 (before the COVID-19 pandemic), online in year 3 (during the COVID-19 pandemic), and CALADS method in year 4. Descriptive statistics were used, and the level of significance was set at P<0.05. The survey exhibited high internal consistency (Cronbach's α=0.953). Validity of the survey was established through exploratory factor analysis. The preferred method for more than half of the students was the CALADS method. Face-to-face SPRAD came next and lastly came the online method. However, more students preferred the online method in comparison to face-to-face method for "learning radiological anatomy". There were no statistically significant differences between male and female students regarding any of the survey questions. CALADS method, as a hybrid, student-centered, interactive learning method of learning practical anatomy, was preferred by pre-clerkship students as a more effective method in understanding anatomy than face-to-face and online learning methods.

A mechanical and simplified model for RC elements subjected to combined shear and axial tension

Very little is known about the shear behavior of elements, in particular those subjected to axial tension. The shear accompanied by tensile forces could cause premature failure of reinforced concrete, which is sudden with minimal warning. Therefore, understanding the shear behavior of reinforced concrete (RC) elements, including those subjected to axial tension, is an ultimate goal of the worldwide research community. In the current study, a new shear mechanical model for RC elements subjected to axial tension is developed, which makes physical sense and explains the behavior. The model is strain-based, inspired by the critical crack theory model (CSCT). In addition, the proposed model extended CSCT (ECSCT) quantifies the effect of axial tension forces on the shear strength in terms of reduction in the compression zone depth and increase in the longitudinal strain. Moreover, the nonlinear trend observed in the literature was implemented using nonlinear multi-variable regression. The ECSCT is validated and compared with available design methods with respect to an extensive database, including 180 elements tested under shear and tension from 18 different research investigations. The ECSCT provided an accurate and physically sound model yet safe to an acceptable extent. Last but not least, a simplified model for the purpose of design is proposed. The simplified model was chosen based on the mechanical model and calibrated using the extensive experimental database. The simplified model provided an accurate and simple model, yet safe to an acceptable extent.

Learning anatomy before and during COVID-19 pandemic: Students' perceptions and exam performance

The objective of our study was to explore the impact of COVID-19 pandemic on learning anatomy and to compare the students’ perceptions of “face-to-face” and “online” anatomy teaching, and to assess their impact on student's performance. We used a descriptive, cross-sectional, questionnaire-based study that focused on a single cohort of undergraduate medial students who attended anatomy demonstrations, at the College of Medicine and Medical Sciences, Arabian Gulf University (CMMS-AGU), both pre-pandemic (face-to-face) during 2019-2020 and the pandemic (online) during 2020-2021. Students who participated in this study responded in favor of face-to-face demonstrations for better understanding of the spatial orientation of body organs and systems, the visualization of the anatomical relations between structures, understanding the difficult anatomical structures, understanding the clinical correlations, and making them more confident about their practical exams. On the other hand, students were in favor of online demonstrations for retaining key information, confidence levels on discussing anatomy learning needs, effective utilization of demonstration time, and lower stress associated with the online learning. Regarding anatomy exam scores, statistically significant difference was found between mean scores of online and onsite exams in one of the two analyzed multiple choice questions tests. However, there was a statistically significant difference between the mean scores of objective structured practical examination of online and onsite exams in the two analyzed tests. Furthermore, the majority of the students who participated in the survey prefer a mixture of both face-to-face and online anatomy demonstrations during the pandemic and also in the post-COVID-19 era.