“Innovative Anatomy assessment methods in COVID-19 Pandemic: statistical observations and students viewpoints”

Abstract

<jats:p>Background: Currently anatomy training and assessment is seriously disrupted in COVID-19 Pandemic lockdown. New challenges of anatomy curriculum and assessment method development are being attempted based upon resources, expertise and technical skills of educators. This study aims at creating a standard operation procedure (SOP) for conducting gross anatomy assessment, finding statistical relevance and discusses viewpoints of students reflected in feedback.&#x0D; Materials and methods: a retrospective cross sectional study was conducted on 250 first year students at GSVM Medical College Kanpur India. Students were briefed about SOP and were given choice to opt for either of three interview modalities of assessment tool [Viz. Telephonic Interview (GROUP T), Whatsapp© video call (GROUP W) and Zoom© meetings (GROUP Z)] and submit subjective feedbacks to assessor regarding new assessment format. The marks obtained as response distribution were subjected to descriptive statistics. One way ANOVA was applied to test any difference in means at (P&lt;0.05) followed by post-hoc pair wise test amongst groups corrected to Bonferroni adjusted alpha level of [P&lt;0.0167] per test.&#x0D; Results: Among 97.2% respondent ANOVA test result pointed that the types of interview pattern preferred had no significant impact on obtained score [F (2,240) = 2.80, p = .062], post-hoc test further confirmed that there was no significant difference between groups.&#x0D; Conclusion: the assessor and students both need to evolve and adapt to paradigm changes. Student’s feedback will serve to tailor the assessment tool by refining validity, consistency, reliability and interaction dynamics of assessment designs. Alternative evidence based futuristic assessment methods exploration are call of the hour.&#x0D; Bangladesh Journal of Medical Science Vol.19(0) 2020 p.S 21-S 27</jats:p>

An Analysis of Anatomy Education Before and During Covid‐19: May–August 2020

“…Even though anatomy educators modified the setting and the materials of the practical examinations, the assessment format predominately remained the same, which illustrates their adaptability. Though the present study found image‐based, online practical examinations were preferred during Covid‐19, researchers have demonstrated the feasibility of conducting oral anatomy examinations using telephones and video conferencing software (Gupta et al, 2020; Byrnes et al, 2021). Online, image‐based practical examinations were also a strategy for anatomy educators that published data about Covid‐19‐related institutional and curricular changes (Longhurst et al, 2020; Herr and Nelson, 2020).…”

A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

“…20 The achievement of learning outcome at the end of any effective learning strategies at the end of the course that the learner accomplished is an important milestone in education. 21,22 Hence how video-based lecture affects the different domains of learning outcome is being evaluated in the present study. In the present study we compared the achievements of different domains of learning outcome between traditional lecture and video-based lecture.…”

Teaching medical education during the era of COVID-19 pandemic: challenges and probable solutions.

“…4 Pre-clinical medical students face challenges as the face-to-face teaching and other hands-on training such as cadaveric dissections, practical sessions using physical aids such as bones, specimens, and models and laboratory classes cannot take place. [5][6][7][8] However, continuity of medical education is crucial to prepare future medical graduates. Therefore, the COVID-19 pandemic has now forced educators around the world to shift from face-to-face teaching to online teaching.…”

“…22 There are also reports of lack of student engagement due to attention deficit, multitasking during attending sessions, poor audio and video quality, internet issues, etc., and it is also difficult to conduct a secure and valid online assessment. 8 For the transformation to online teaching-learning, Reyna (2020) 23 has provided few guidelines for the faculties. It is suggested to engage students as partners in the learning process, use weekly video vignettes to create online teacher presence by describing the learning outcomes of the week, and inform how students will learn.…”

“…16 To conduct a secure and valid online assessment, the use of software such as Proctorio Google Chrome extension can be beneficial as it monitors the students during the online examination. 8 It is required to build and maintain an information technology (IT) infrastructure with well-trained IT expertise for the smooth running of the virtual classes and to provide training to faculty on the technological aspects to enable them to create, produce and present the online educational materials. 1 In addition, faculty needs appropriate training on the teaching process, especially in terms of how to approach students.…”