Changing paradigms in anatomy teaching-learning during a pandemic: Modification of curricular delivery based on student perspectives

Prabhath, Sushma; D’Souza, Antony Sylvan; Pandey, Akhilesh; Pandey, Arvind Kumar; Chandracharya, Prasanna L.

doi:10.1016/j.jtumed.2021.10.014

Cited by 13 publications

(12 citation statements)

References 37 publications

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“…The present study found that the highest discrepancy was observed for the statement about the association between teaching materials provided by conventional lectures and learning anatomy and basic science. The results are consistent with those of some studies 4,16 that found that the majority of technologically advanced students did not favor learning anatomy exclusively online. An important reason for this is their inability to acquire the three-dimensional orientation of the structures needed to learn anatomy.…”

Section: Discussionsupporting

confidence: 92%

With the New Challenges of COVID- 19, Can We Depend Entirely on Online Learning for Higher Education in the Medical Schools?

Jumaa¹,

Hanafy²,

Arafa³

2022

AMEP

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Background: Due to the COVID-19 pandemic, medical education has gone online. Human anatomy is a three-dimensional subject that requires a clear understanding of the relationships between structures through the study of human cadavers, microscopic samples, and models. Objective: This study aimed to examine the attitudes and perceptions of students regarding teaching anatomy before and after the lockdown period and ways of improving the challenges they faced. Methods: This cross-sectional study was conducted at AL Imam University School of Medicine. Structured surveys were designed to understand students' attitudes and opinions towards offline versus online teaching of anatomy and suggestions to improve the online teaching process. Results: The mean attitude scores for the conventional lectures, seminars, and practical sessions were significantly higher. Students expressed positive attitudes towards the three teaching modules. Students agreed that themes related to computer skills and technical Internet infrastructure (71.55%) and administrative procedures (61.74%) are essential for improving the online teaching process. Conclusion:Conventional learning is the main target of student learning. Improvements in computer skills, technical Internet infrastructure, learning resources, staff communication, examinations, and development of blended learning will enrich the learning process, especially during the impending challenges.

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Section: Discussionsupporting

confidence: 92%

With the New Challenges of COVID- 19, Can We Depend Entirely on Online Learning for Higher Education in the Medical Schools?

Jumaa¹,

Hanafy²,

Arafa³

2022

AMEP

View full text Add to dashboard Cite

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“…This essay provided various materials, including media audio, videos, computer-based educational programs and technology, and simulations. According to another study, students prefer both asynchronous (55%) and synchronous (45%) modes of learning; therefore, a balance between the two modes should be maintained [ 20 ]. Yoo et al assessed students’ achievement between the blended learning group and the traditional learning group and evaluated feedback from students about online lectures in 2021 [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

The impact of the modified schedules of anatomy education on students’ performance and satisfaction: Responding to COVID-19 pandemic in South Korea

Yun

Jeon

et al. 2022

PLoS ONE

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Background The coronavirus disease 2019 (COVID-19) pandemic substantially undermined medical education and healthcare systems. Owing to the pandemic in South Korea, most medical schools needed to be flexible when conducting online and offline classes, but the guidelines did not reflect the specificity of medical schools. This study described the impact of modified anatomy education schedules at the Seoul National University College of Medicine (SNUCM) on students’ academic performance and satisfaction. Methods Anatomy education in SNUCM is divided into three regional units (the upper and lower limbs, trunk, and head and neck). Owing to the COVID-19 pandemic, the schedule was mixed with simultaneous and rotating schedules. The authors conducted exceptions for online lectures, cadaver dissections, and written and practical examinations in three classes of approximately 50 students each. Furthermore, the authors assessed students’ performance using three sets of written and practical examinations, and students completed a questionnaire regarding modified anatomy laboratory schedules. Results Despite the pandemic events in Seoul and South Korea during the laboratory sessions, all sessions were completed without any confirmed COVID-19 cases among the students, faculty, and staff. Most of the scores on the written and practical examinations significantly decreased in 2020 compared to those in 2019. However, in the trunk session that used the virtual anatomy application, the score on the practical examination in 2020 was significantly higher than that in 2019. Over 70% (79 and 77 out of 105 respondents on the upper and lower limbs and trunk, respectively) and 53% (55/105) students reported that there were no significant difficulties in studying anatomy in a face-to-face laboratory. Conclusions In conclusion, an adequate education program for cadaver dissection should be developed and provided to overcome the pandemic restrictions. The study findings could serve as a reference for anatomy education during the COVID-19 pandemic.

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“…For anatomy students and educators, the Covid-19 pandemic's shift away from face-to-face teaching in classrooms and dissection laboratories most affected classical cadaveric dissection, which has been regarded as the gold standard for anatomy teaching by many anatomy educators (Bay & Ling, 2007;Ghosh, 2017a;Selcuk et al, 2019). This shift also revealed the systemic frailty of the anatomy education system since most anatomy courses were found not pandemic has provided opportunities for anatomists to seek alternative teaching methods to cadaveric dissection, meaningful online learning experiences that can develop the skills and competencies most needed in contemporary and future practice are imperative (Prabhath et al, 2022). Relatedly, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has outlined the four pillars of education required for 21st-century learning: "learning to know" (cognitive competency, e.g., the comprehension and analysis of knowledge), "learning to do" (psychomotor competency, e.g., the ability to act and apply knowledge), "learning to live together" (interpersonal skills, e.g., communication and cultural sensitivity),…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, public perceptions had prevented anatomy educators from pursuing alternatives to cadaver‐based teaching, since the public relies heavily on perceived authentic learning experiences through cadaver‐based teaching (McMenamin et al, 2018). Although the unprecedented Covid‐19 pandemic has provided opportunities for anatomists to seek alternative teaching methods to cadaveric dissection, meaningful online learning experiences that can develop the skills and competencies most needed in contemporary and future practice are imperative (Prabhath et al, 2022). Relatedly, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has outlined the four pillars of education required for 21st‐century learning: “learning to know” (cognitive competency, e.g., the comprehension and analysis of knowledge), “learning to do” (psychomotor competency, e.g., the ability to act and apply knowledge), “learning to live together” (interpersonal skills, e.g., communication and cultural sensitivity), and “learning to be” (intrapersonal skills, e.g., critical thinking, self‐esteem, and emotional intelligence; Delors et al, 1996).…”

Section: Discussionmentioning

confidence: 99%

Promoting more future‐ready anatomy education after the Covid‐19 pandemic: A scoping review

Gasmalla

Mossa

Taha

et al. 2022

Anatomical Sciences Ed

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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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Changing paradigms in anatomy teaching-learning during a pandemic: Modification of curricular delivery based on student perspectives

Cited by 13 publications

References 37 publications

With the New Challenges of COVID- 19, Can We Depend Entirely on Online Learning for Higher Education in the Medical Schools?

With the New Challenges of COVID- 19, Can We Depend Entirely on Online Learning for Higher Education in the Medical Schools?

The impact of the modified schedules of anatomy education on students’ performance and satisfaction: Responding to COVID-19 pandemic in South Korea

Promoting more future‐ready anatomy education after the Covid‐19 pandemic: A scoping review

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