Introduction: The teaching of human anatomy, a medical subject that relies heavily on live teaching, teacher-student interactivity, and visuospatial skills, has suffered tremendously since the COVID-19 pandemic mandated the shutting down of medical institutions. The medical education fraternity was compelled to replace the traditional teaching method of hands-on cadaveric dissections (HOCDs) with online education to overcome this new challenge, but it came at the cost of reduced student engagement and lesser spatial orientation.Method: In this cross-sectional, questionnaire-based study, we designed a novel online dissection course on lower limb anatomy and collected student feedback on the same from consenting Phase I Bachelor of Medicine, Bachelor of Surgery (MBBS) students of Symbiosis Medical College for Women, Pune, India. The course design consisted of three different modes: a live Zoom session using a handheld camera phone, a prerecorded video dissection uploaded on the institute learning management system, and a Powerpoint presentation with high-resolution photographs of each dissected layer; and the feedback intended to find out what works best for the students. Overall feedback regarding their preferences in terms of presentation design, use of background music in pre-recorded videos, and overall learning experience was also collected. The course consisted of six two-hour teaching sessions. The first three sessions each used a different mode of teaching, repeating the same pattern in the next three sessions. The first mode of teaching implemented was a live Zoom session where instructors used a hand-held cell phone camera to show specimens that had been dissected a day prior. The second mode involved a pre-recorded video showing step-by-step dissection performed by the instructor which was then uploaded on the Institute Learning Management System. Of the two pre-recorded videos, background music consisting of a low-volume instrumental track was added to the second video. The third mode utilized Powerpoint presentations containing high-resolution photographs of each dissected layer on a separate slide along with labeling. The presentations were shown to the students over a Zoom call. A Google Form (GF) questionnaire was created after validation by subject experts to gather the students' feedback on the teaching and learning of anatomy via these sessions. The GF responses were collected and analyzed using Microsoft Excel.Results: 41.7% of students recommended the use of a combination of all three modes in the same session, while 36.7% favored pre-recorded videos. 86.7% of students said that a good quality presentation design helps in keeping them engaged and only 23% of students favored the use of background music for increasing their ability to concentrate. 63.3% of students found the learning experience highly satisfactory. Conclusion:Although virtual dissection teaching methods may not be able to completely replace HOCDs, a well-planned online dissection course incorporating multiple modes of online dis...

Context and aimModern teaching of medicine has evolved into a beyond-the-classroom experience. Learning management systems (LMSs) have made this possible because of easy accessibility and user-friendliness. The COVID-19 lockdown further accentuated the need for this mode of education delivery. General embryology (GE) is a subject under human anatomy that does not rely on "touch-and-feel" as much as other medical subjects. Assess Google Classroom (GC) as a teaching tool to deliver an online undergraduate-level general embryology (GE) course. Settings and designA cross-sectional study involving 211 undergraduate medical students across India. Methods and materialA pre-and post-quiz model was adopted to evaluate the efficiency of a five-lecture course on GE. The course content was delivered via 20-minute YouTube video lectures, uploaded on GC. Lastly, student feedback regarding gadget preferences and the overall learning experience was collected. Statistical Analysis: The confidence interval was set at 95%, and a p-value