Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid‐19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government‐imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid‐19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands‐on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.

Blended learning has become increasingly common, in a variety of disciplines, to take advantage of new technology and potentially increase the efficiency and flexibility of delivery. This study aimed to describe blended delivery of a gross anatomy course and to evaluate the effectiveness of the delivery in terms of student outcomes. A gross anatomy course for second-year physiotherapy students across two campuses was delivered in traditional face-to-face teaching mode in 2013 (n = 150 students), some online content was introduced in 2014 (n = 160) and the subject was fully blended in 2015 (n = 151). The final 'blend' consisted of one lecture per week with most content delivered using online video resources (prepared by staff using a structured peer-reviewed process) and retention of face-to-face practical classes. Outcomes evaluated included student grades, student engagement with content through online discussion forums and student feedback using both quantitative and qualitative analysis. Grades were higher in 2014 and 2015 than in 2013 (P < 0.01). There were no differences in student engagement with online discussion forums. Student feedback identified some negative comments and lower levels of intellectual stimulation (P < 0.05) with the initial introduction of online content in 2014. The fully blended version in 2015 resulted in more balanced comments about online content but higher perceived workload (P < 0.05). All cohorts listed practical classes as a major factor contributing to learning. Blended learning appears to be well-suited to gross anatomy teaching on the proviso that face-to-face practical classes are maintained, but may result in higher perceived workloads. Anat Sci Educ 9: 422-430. © 2016 American Association of Anatomists.

Previous electromyographic (EMG) studies of gluteus medius (GMed) have not accurately quantified the function of the three proposed structurally and functionally unique segments (anterior, middle and posterior). Therefore this study used anatomically verified locations for intramuscular electrode recordings in three segments of GMed to determine whether the segments are functionally independent. Bipolar fine wire electrodes were inserted into each segment of GMed in 15 healthy individuals. Participants completed a series of four walking trials, followed by maximum voluntary isometric contractions (MVICs) in five different positions. Temporal and amplitude variables for each segment were compared across the gait cycle using ANOVA. The relative contributions of each segment to the MVIC trials were compared with non-parametric tests. All segments showed a biphasic response during the stance phase of gait. There were no differences in amplitude variables (% MVIC) between segments, but the anterior segment had a later peak during both the first and second bursts.For the MVIC trials, there were significant differences in amplitude between segments in four of the five test positions. These data indicate that GMed is composed of three functionally independent segments. This study contributes to the theoretical understanding of the role of GMed.

Gluteus minimus is believed to consist of two structurally and functionally unique segments (anterior and posterior); however there is a lack of electromyography (EMG) research that attempts to verify current theoretical knowledge of this muscle. The purpose of this study was therefore to evaluate the function of gluteus minimus during gait, and to determine whether anterior and posterior segments are functionally independent. Bipolar fine wire intramuscular EMG electrodes were inserted into anterior and posterior gluteus minimus segments of fifteen healthy volunteers (9 males) according to previously verified guidelines. Participants completed a series of four walking trials, followed by maximum voluntary isometric contractions in five different positions. Temporal and amplitude variables for each segment were compared across the gait cycle with independent t-tests. The relative contribution of each segment to the maximum resisted trials was compared with Mann-Whitney U tests (α = 0.05). Anterior and posterior segments were contracting at different relative intensities for three of the five maximum resisted trials (effect size = 0.39 to 0.62, P < 0.037). The posterior segment was larger in EMG amplitude (peak and average) during the first 20% of the gait cycle (effect size = 0.96 to 1.03, P < 0.02), while the anterior segment peaked later in the stance phase (effect size = 0.83, P = 0.034). Gluteus minimus is therefore composed of functionally independent segments. These results build on contemporary theoretical knowledge and may signify hip stabilising roles for each segment across different phases of the gait cycle.

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471-477. © 2017 American Association of Anatomists.