Human anatomical dissection takes a compulsory break during Covid-19 pandemic

Reverón, Rafael Romero

doi:10.32457/ijmss.v7i1.479

Cited by 4 publications

(7 citation statements)

References 5 publications

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“…Recently, the Covid‐19 pandemic forced teachers and students to stay safe at home and learning human anatomy online. During this pandemic human anatomical dissection takes a compulsory break like most human activities (Romero‐Reveron, 2020). Therefore, the role of technological innovations in anatomical education was boosted, and the use of remote learning was implemented and further evaluated (Tekiner et al, 2020; Mateen & Kan, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Here the authors, partially and respectfully disagree with Saverino's idea of how medical students should learn anatomy. Anatomical education builds the foundation for a safe, efficient, and effective medical practice and helps students, better than any other electronic or modern tool, to experience and understand the three‐dimensionally complex anatomical structures, their variation, and diversity (Brenner et al, 2003; Turney, 2007; Romero‐Reveron, 2020; Ross et al, 2021). Cadaveric dissection goes beyond the mere teaching of morphology: smells, touches and incisions cannot be simulated perfectly, making learning anatomy with virtual dissection unrealistic (Brassett et al, 2021; Onigbinde et al, 2021; Patra et al, 2021a).…”

Section: Discussionmentioning

confidence: 99%

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One year of anatomy teaching and learning in the outbreak: Has the Covid‐19 pandemic marked the end of a century‐old practice? A systematic review

Papa

Varotto

Galli

et al. 2022

Anatomical Sciences Ed

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At the end of 2019, the Covid-19 pandemic spread caused restrictions in business and social spheres. Higher education was also severely affected: universities and medical schools moved online to distance learning and laboratory facilities closed. Questions arise about the long-term effects of this pandemic on anatomical education. In this systematic review, the authors investigated whether or not anatomical educators were able to deliver anatomical knowledge during this pandemic. They also discuss the challenges that anatomical education has faced over the last year. The search strategy was conducted between July 2020 and July 2021. Two hundred and one records were identified, and a total of 79 studies were finally included. How best to deliver anatomy to students remains a moot point. In the last years, the advent of new technologies has raised the question of the possible overcoming of dissection as the main instrument in anatomical education. The Covid-19 pandemic further sharpened the debate. Remote learning enhanced the use of technologies other than cadaveric dissection to teach anatomy. Moreover, from the analyzed records it appears that both from students' perspective as well as teachers' there is a clear tear between those who endorse dissection and those who believe it could be easily overcome or at least integrated by virtual reality and online learning. The authors strongly believe that the best anatomy teaching practice requires the careful adaptation of resources and methods. Nevertheless, they support cadaveric dissection and hope that it will not be replaced entirely as a result of this pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

One year of anatomy teaching and learning in the outbreak: Has the Covid‐19 pandemic marked the end of a century‐old practice? A systematic review

Papa

Varotto

Galli

et al. 2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Students will come back to their essential training in medical sciences after the coronavirus pandemic runs its course (11,13).…”

Section: Discussionmentioning

confidence: 99%

The Impact of the COVID-19 Pandemic on Current Anatomy Education: A Venezuelan Medical Student’s Perspective

Reverón

2022

Gac Méd Caracas

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Introduction: The effects of the COVID-19 pandemic have modified people’s daily lives. The coronavirus has changed the landscape of medical education. The use of innovative teaching strategies and techniques becomes needed in this particular period of academic life. Methods: An online questionnaire using Google Forms® was conducted to recognize the potential challenges being faced by the Venezuelan 1st-year medical students while attending online anatomy classes.

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“…Failure to be on campuses resulted in medical education courses such as anatomy being moved from the traditional classroom environment to many forms of online teaching such as posting post‐edited videos online, live online interactions, and virtual learning platforms (Smith & Pawlina, 2021; Yan et al, 2021). The Covid‐19‐induced lockdown severely disrupted the dissection component of anatomy for medical students thereby calling for immediate implementation of alternative methods to deliver the cadaver dissection content (Romero‐Reverón, 2020; Naidoo et al, 2021). Two large surveys carried out among anatomy teachers in China revealed the relatively poor preparation for online learning in response to the unforeseen pandemic (Cheng et al, 2021; Yan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Conducting didactic online teaching without cadaver dissections has been challenging to both the students and teachers (Singal et al, 2021). Several studies from across the world have reported on the different experiences and challenges faced during the transition from traditional to Covid‐19‐induced virtual learning of anatomy (Longhurst et al, 2020; Romero‐Reverón, 2020; Khan et al, 2021; Lemay et al, 2021). Some studies reported smooth transition and successful use of information technologies to foster anatomy learning (Dulohery et al, 2021; Papapanou et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Medical students' perceptions and performance in an online regional anatomy course during the Covid‐19 pandemic

Zhang

Zilundu

et al. 2022

Anatomical Sciences Ed

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The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05).Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort.The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.

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Human anatomical dissection takes a compulsory break during Covid-19 pandemic

Cited by 4 publications

References 5 publications

One year of anatomy teaching and learning in the outbreak: Has the Covid‐19 pandemic marked the end of a century‐old practice? A systematic review

One year of anatomy teaching and learning in the outbreak: Has the Covid‐19 pandemic marked the end of a century‐old practice? A systematic review

The Impact of the COVID-19 Pandemic on Current Anatomy Education: A Venezuelan Medical Student’s Perspective

Medical students' perceptions and performance in an online regional anatomy course during the Covid‐19 pandemic

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