Challenges in Teaching Human Anatomy to Students with Intellectual Disabilities During the Covid‐19 Pandemic

Pacheco, Lílian Fernanda; Mendonça, Carolina Rodrigues

doi:10.1002/ase.1991

Cited by 56 publications

(48 citation statements)

References 13 publications

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“…This endeavor proved rewarding for both students and academics. However, the teachers agreed with other studies, that anatomical and histological sciences should not be delivered exclusively online (Evans et al, 2020), particularly programs that are designed to equip students with work-ready skills at graduation, such as the laboratory medicine program (Pacheco et al, 2020). In Australia, most anatomical pathology work is performed using a microscope, which is, therefore, a vital skill for laboratory medicine students, development of skills F2F in the laboratory is the gold standard for teaching (Franchi, 2020).…”

Section: To the Editor Anatomical Sciences Educationmentioning

confidence: 92%

“…The VM slide collection was developed in-house using the NanoZoomer S60 digital whole slide scanner, model C13220-01, (Hamamatsu Photonics, K.K., Hamamatsu City, Japan) and accompanied by NanoZoomer NDP.serve3 software, version U13173-02 (Hamamatsu Photonics, K.K., Hamamatsu City, Japan), that enabled the distribution of whole slide images through UniSA network. As in other similar approaches the Zoom video conferencing platform (Zoom Video Communications, Inc., San Jose, CA) (Pacheco et al, 2020;Srinivasan, 2020), Panopto recording software (Panopto Inc., Seattle, WA), and the Moodle learning management system (Moodle Pty Ltd, West Perth WA, Australia) were used to facilitate teaching across remote sites (Pather et al, 2020). Students' opinions of these teaching arrangements were assessed by way of an anonymous survey.…”

Section: To the Editor Anatomical Sciences Educationmentioning

confidence: 99%

“…The first was remedied by scaffolding the complexity of information, providing students with ample opportunities to practice their learning, delivering multiple synchronous and asynchronous learning situations that were both formative and summative, and the second, by providing platforms and safe spaces to enable the students to feel a sense of belonging with their cohort and teacher. We have used Instagram, but similar studies have used platforms such as WhatsApp to achieve the same goal (Pacheco et al, 2020). Studies have shown that students feel a greater sense of belonging with a program when engaged in a social network related to that program.…”

Section: To the Editor Anatomical Sciences Educationmentioning

confidence: 99%

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Virtual Microscopy and Other Technologies for Teaching Histology During Covid‐19

Caruso

2020

Anatomical Sciences Ed

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As in other universities, the Covid‐19 pandemic led to the cancellation of face‐to‐face (F2F) teaching between February and July at the University of South Australia (UniSA). This letter responds to the editorial “ Going virtual to support anatomy education: A STOPGAP in the midst of the Covid‐19 pandemic ” (Evans et al., 2020), published in the special issue of ASE, and outlines the steps taken by the histology team to continue providing synchronous and asynchronous histological microscopy education using a virtual microscopy (VM).

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Section: To the Editor Anatomical Sciences Educationmentioning

confidence: 92%

Section: To the Editor Anatomical Sciences Educationmentioning

confidence: 99%

Section: To the Editor Anatomical Sciences Educationmentioning

confidence: 99%

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Virtual Microscopy and Other Technologies for Teaching Histology During Covid‐19

Caruso

2020

Anatomical Sciences Ed

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“…This category captures comments and/or perspectives discussing the effects of non-pharmaceutical interventions on specific groups such as children [30] , [299] , on education [269] , [300] or other activities such as gambling [301] and food [304] , on other diseases [267] , the environment [302] , [303] , the corporate world [305] and porn consumption [306] .…”

Section: Comments And/or Perspectivesmentioning

confidence: 99%

Non-pharmaceutical interventions during the COVID-19 pandemic: A review

2021

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Infectious diseases and human behavior are intertwined. On one side, our movements and interactions are the engines of transmission. On the other, the unfolding of viruses might induce changes to our daily activities. While intuitive, our understanding of such feedback loop is still limited. Before COVID-19 the literature on the subject was mainly theoretical and largely missed validation. The main issue was the lack of empirical data capturing behavioral change induced by diseases. Things have dramatically changed in 2020. Non-pharmaceutical interventions (NPIs) have been the key weapon against the SARS-CoV-2 virus and affected virtually any societal process. Travels bans, events cancellation, social distancing, curfews, and lockdowns have become unfortunately very familiar. The scale of the emergency, the ease of survey as well as crowdsourcing deployment guaranteed by the latest technology, several Data for Good programs developed by tech giants, major mobile phone providers, and other companies have allowed unprecedented access to data describing behavioral changes induced by the pandemic. Here, I review some of the vast literature written on the subject of NPIs during the COVID-19 pandemic. In doing so, I analyze 348 articles written by more than 2518 of authors in the first 12 months of the emergency. While the large majority of the sample was obtained by querying PubMed, it includes also a hand-curated list. Considering the focus, and methodology I have classified the sample into seven main categories: epidemic models, surveys, comments/perspectives, papers aiming to quantify the effects of NPIs, reviews, articles using data proxies to measure NPIs, and publicly available datasets describing NPIs. I summarize the methodology, data used, findings of the articles in each category and provide an outlook highlighting future challenges as well as opportunities.

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“…By zealous attention to their ethical responsibilities, anatomists need to ensure that the standard of what is being offered to students is as close as possible to what was offered pre‐Covid‐19. It also needs to seek equality across all sectors of the student population, since those from disadvantaged communities will be disproportionately disadvantaged if the technology and space available to them are substandard (Pacheco et al, 2020).…”

Section: Core Valuesmentioning

confidence: 99%

Ethical Responses to the Covid‐19 Pandemic: Implications for the Ethos and Practice of Anatomy as a Health Science Discipline

Jones

2020

Anatomical Sciences Ed

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The move of much anatomy teaching online in response to the Covid‐19 pandemic has been successfully implemented within very short time frames. This has necessitated a high degree of dependence upon the use of digitized cadaveric resources, has entailed immense workload demands on staff, and has disrupted students' studies. These educational exigencies have been accompanied by ethical uncertainties for a discipline centered on study of the dead human body. An ethical framework for anatomy is suggested based on the principles of equal concern and respect, minimization of harm, fairness, and reciprocity, in which all staff and students are to be treated with respect and as moral equals. A series of ethical obligations are proposed as a means of maintaining the ethos of anatomy, coping with the suspension of body donation, providing adequate resources, and responding to increased dependence upon external providers. Good academic practice raises more general obligations stemming from the welfare of students, the increased workload of staff, and checking on online assessment and invigilation. As anatomists respond to the educational and ethical lessons prompted by this pandemic, they should plan for future disruptions to normal work patterns by adopting a sustainable and equitable course of action.

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Challenges in Teaching Human Anatomy to Students with Intellectual Disabilities During the Covid‐19 Pandemic

Cited by 56 publications

References 13 publications

Virtual Microscopy and Other Technologies for Teaching Histology During Covid‐19

Virtual Microscopy and Other Technologies for Teaching Histology During Covid‐19

Non-pharmaceutical interventions during the COVID-19 pandemic: A review

Ethical Responses to the Covid‐19 Pandemic: Implications for the Ethos and Practice of Anatomy as a Health Science Discipline

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