Going Virtual to Support Anatomy Education: A STOPGAP in the Midst of the Covid‐19 Pandemic

Evans, Darrell John Rhys; Bay, Boon Huat; Wilson, Timothy D.; Smith, Claire F.; Lachman, Nirusha; Pawlina, Wojciech

doi:10.1002/ase.1963

Cited by 274 publications

(380 citation statements)

References 41 publications

Supporting

Mentioning

359

Contrasting

Unclassified

Order By: Relevance

“…Clinic sessions that were disrupted and elective surgeries that were delayed should be ramped up to clear the backlog of patients requiring care . COVID‐19 impacted the training of medical students and junior doctors as cross‐institutional staff movement was restricted and lectures and bedside tutorials were cancelled . These were somewhat mitigated by online learning.…”

Section: Beyond Covid‐19mentioning

confidence: 99%

FromSARStoCOVID‐19: the Singapore journey

Lin

Lee

Lye

2020

Medical Journal of Australia

View full text Add to dashboard Cite

Section: Beyond Covid‐19mentioning

confidence: 99%

FromSARStoCOVID‐19: the Singapore journey

Lin

Lee

Lye

2020

Medical Journal of Australia

View full text Add to dashboard Cite

“…More advanced platforms, represented by Microsoft Teams (Microsoft Corporation, USA), Zoom (Zoom Video Communications, San Jose, CA), Skype (Skype Technologies, Palo Alto, CA), Cisco WebEx, (Cisco Webex, Milpitas, C), Google Hangouts or Google Classroom (Microsoft Corporation, USA) can give a more powerful solution to educational needs and, thus, have been utilized from the rst weeks after the outbreak burst in different medical disciplines [2,3]. Microsoft Teams appears as one of the most exible software capable to integrate people, content, and tools in an effective way.…”

Section: Effects On E-learningmentioning

confidence: 99%

Virtual learning solutions during the COVID-19 pandemic a University Italian Ophthalmology Department Perspective

Mastropasqua

D’Aloisio

Brescia

et al. 2020

Preprint

View full text Add to dashboard Cite

Background Few months after the COVID-19 pandemic burst, many aspects of the human life, including education, dramatically changed. Because of the lockdown measures taken to limit the virus spread in Italy, in-person teaching and learning have been interrupted in all health care disciplines and readapted in virtual formulae. Methods As an academic ophthalmology department, we had to maintain the educational needs of medical and orthoptic students, internships, surgical training of residents, as well as to cover the scientific update of health care personnel (HCPs), and the continuation of research and academic activities. To assure these needs we ideated an educational strategy and a team, which was then translated on a multichannel virtual platform created with Microsoft Teams. Results In this platform there were twenty-one channels organized in a public view mode, open to all Team members, or in private view mode to separate non-permanent HCPs, internships, residents, and students’ tasks, from permanent HCPs tasks. Virtual channels were dedicated to provide theoretical lessons, clinical cases, surgical video, internal meetings and webinar, to offer news from scientific societies, requests of appointments from biomedical companies, links with ophthalmological websites, to move forward research projects, to participate at institutional academic duties, and to obtain feedbacks from users. Residents continued their training on surgery using a surgical simulator, after consulting an agenda uploaded into the dedicated virtual channel. Conclusions These positive initial results should represent a boost to rapidly proceed with the development of even more versatile virtual learning solutions, given that the forecasts for the duration of the COVID-19 pandemic are not encouraging.

show abstract

“…Inevitably, this move has had major implications for lectures and tutorials, but these have been dwarfed by those for laboratory‐based classes, that, in turn, are dwarfed by the character of the anatomy laboratory with its face‐to‐face body/dissection‐centered, learning pedagogies. The educational repercussions for staff and students have been very well documented in a number of recent articles by a range of anatomists and students (Evans et al, 2020; Franchi, 2020; Gupta and Pandey, 2020; Longhurst et al, 2020; Pather et al, 2020; Ravi, 2020; Singal et al, 2020). The radical revision of roles and expectations has led to a loss of hands‐on experiences and access to cadavers on account of the lack of access to traditional educational approaches, leading to a range of consequences for both students and staff.…”

Section: Introductionmentioning

confidence: 98%

“…The time constraints encountered in making the transition to alternative learning strategies have necessitated a high degree of dependence upon digitized cadaveric resources, YouTube videos, and three‐dimensional (3D) virtual resources (Longhurst et al, 2020; Pather et al, 2020). Even when external providers offer platforms, learning objects and online design help, it has been recognized that great care is required to ensure that what is being offered is pedagogically sound and of high quality and is relevant to the needs of the institution (Evans et al, 2020; Pather et al, 2020). Hosting synchronous classes has been identified as a means of partially overcoming a loss of the teacher–student relationship, and a way of breaking down barriers inherent within exclusively digital communication (Evans et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Even when external providers offer platforms, learning objects and online design help, it has been recognized that great care is required to ensure that what is being offered is pedagogically sound and of high quality and is relevant to the needs of the institution (Evans et al, 2020; Pather et al, 2020). Hosting synchronous classes has been identified as a means of partially overcoming a loss of the teacher–student relationship, and a way of breaking down barriers inherent within exclusively digital communication (Evans et al, 2020). Challenging as the teaching has proved, there has been widespread concern at finding the most satisfactory ways of conducting online assessment.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

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.

show abstract

Going Virtual to Support Anatomy Education: A STOPGAP in the Midst of the Covid‐19 Pandemic

Cited by 274 publications

References 41 publications

FromSARStoCOVID‐19: the Singapore journey

FromSARStoCOVID‐19: the Singapore journey

Virtual learning solutions during the COVID-19 pandemic a University Italian Ophthalmology Department Perspective

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

Contact Info

Product

Resources

About