Dissection videos as a virtual veterinary anatomy peer learning tool: Trialled at the University of Tehran during the Covid‐19 pandemic

Abstract

The Covid‐19 pandemic forced universities around the world to use online education instead of face‐to‐face teaching. Veterinary anatomy training was also affected, and laboratory classes were disrupted by this transition. To reduce the effects of virtual education on students' anatomy learning, peer learning using dissection videos was introduced at University of Tehran. This study describes the design and implementation of this method and evaluates the students' perceptions regarding this programme. The opinions of 98 students were examined using a questionnaire. The data showed that dissection videos were one of the main sources of anatomy study (67.3%). Among students who used videos, 69.6% students became more interested in anatomy and 73% learned anatomy better with this approach. Students used these videos to review anatomy (88.7%) and even learn new content (87.6%). Most surveyed students used laptops (73%) and cell phones (14.6%) to watch videos. In this study, 19.1% of respondents were estimated to be low users, 68.5% medium users and 12.4% high users. A large number of students (83.1%) trusted their peer teacher in providing the lesson. Dissection videos play an important role in conveying a three‐dimensional understanding of anatomical structures, and peer teaching is also effective in learning because of the strong connection between tutors and tutees. This study supports students' acceptance of the use of peer dissection videos for learning online veterinary anatomy.

Online veterinary anatomy education during Covid‐19 pandemic in Iran: Challenges and opportunities

“…In addition, these videos seem to be effective for three‐dimensional visualisation of the structures and their relationships during the pause of dissection classes in lockdown period. To reduce the effects of online education on practical part of veterinary anatomy, peer learning using dissection videos was introduced during Covid era, which has been accompanied by the positive opinion of students (Sadeghinezhad, 2022 ). The use of YouTube or Aparat videos (similar to YouTube) by Iranian veterinary students is low (29.5%) for studying practical anatomy.…”

“…Before Covid‐19, theoretical sessions were given in person, and practical sessions were held in the dissection hall in small groups of students under the supervision of anatomy professor. The final assessment is done at the end of each semester and is taken in writing for the theoretical part and as a spotter test for the practical part (Sadeghinezhad, 2022 ).…”

“…The final assessment is done at the end of each semester and is taken in writing for the theoretical part and as a spotter test for the practical part (Sadeghinezhad, 2022).…”

Students' performance in teaching neuroanatomy using traditional and technology‐based methods

“…However, in the study conveyed by El-Sayed and El-Sayed (2013), students perceived video lectures as a highly important and effective learning supplement to traditional anatomical courses. During the COVID-19 pandemic, the dissection videos were the most important resources for students (Sadeghinezhad, 2022).…”