Lessons from Cadaver Dissection during the COVID-19 Pandemic

Kim, Dasom; Yoo, Hyeijung; Lee, Young Mee; Rhyu, Im Joo

doi:10.3346/jkms.2021.36.e188

Cited by 5 publications

(5 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, most of the medical students felt that despite the solid knowledge gained through distance learning it would be crucial to complete cadaver dissections when they return. These findings were concordant with several other studies from across the world (Kim et al, 2021; Onigbinde et al, 2021; Papapanou et al, 2022). Although the dissection process was only via video demonstrations, the students reported gaining an understanding of anatomy content as well as abilities to carry out future dissections and to confidently locate structures quickly.…”

Section: Discussionsupporting

confidence: 93%

“…Although the dissection process was only via video demonstrations, the students reported gaining an understanding of anatomy content as well as abilities to carry out future dissections and to confidently locate structures quickly. Writing the laboratory report was good for deepening their understanding of anatomy since they were able to correctly identify the location and relations of anatomical structures by taking screenshots and labeling structures in view, a method successfully used by others (Kim et al, 2021). However, data from focus group discussions revealed that most felt it increased the workload likely predisposing them to stress since anatomy was not the only subject being learned during the lockdown period.…”

Section: F I G U R Ementioning

confidence: 99%

See 1 more Smart Citation

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

Zhang

Zilundu

et al. 2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: F I G U R Ementioning

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

View full text Add to dashboard Cite

show abstract

“…Anatomy courses of medical students usually include comprehensive lectures in lecture halls and complete dissection of human bodies in laboratories (Gangata et al, 2010 ; Akinola, 2011 ). In particular, “hands‐on” dissection experience is important for medical students preparing to become surgeons to acquire surgical skills for future clinical practice (O'Leary et al, 2019 ; Li et al, 2020 ; Kim et al, 2021a ). The first Covid‐19 case in Taiwan was reported in January 2020, and learning practices had to be altered to follow Taiwan Centers for Disease Control guidelines (<60 people in a laboratory and a requirement to wear a mask) during the Covid‐19 pandemic (Liu et al, 2020 ; Cheng & Huang, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic

Chang

Liao

Lue

et al. 2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

Due to the Covid‐19 pandemic, National Taiwan University anatomy teachers adopted asynchronous online video teaching and reduced the size of anatomy laboratory groups in April 2020. The aim of this study was to investigate the impact of these changes on medical students’ learning. Before Covid‐19, the performance of the 2019–2020 cohort was significantly better than that of the 2018–2019 cohort. However, the implementation of modified teaching strategies significantly lowered the laboratory midterm score of the 2019–2020 cohort in the second semester. Conversely, the final laboratory examination score of the 2019–2020 cohort was significantly higher than that of the 2018–2019 cohort. Through correlation analysis, lecture and laboratory examination scores were highly correlated. Additionally, the difference in lecture and laboratory z‐scores between two cohorts, the Likert scale survey and free‐text feedback of the 2019–2020 cohort, were conducted to show the impact of modified teaching strategies. There were several important findings in this study. First, the change in teaching strategies may temporarily negatively influence medical students to learn anatomy. Besides, analyzing the performance of laboratory assessments could be a complementary strategy to evaluate online assessments. Applying lecture examination scores to predict laboratory performance was a feasible way to identify students who may have difficulty in learning practical dissection. Finally, reducing group size together with reduced peer discussion may have a negative effect on learning cadaver dissection for students with low academic performance. These findings should be taken into consideration when anatomy teachers apply new teaching strategies in anatomy courses.

show abstract

“…13 The Lee Kong Chian School of Medicine in Singapore adopted a similar setup, 14 while the Korea University College of Medicine re-opened its dissection laboratory under strict public health protocols, reducing total anatomy laboratory hours to 85 in 2020 and 88 in 2021, from 96 hours in 2019. 15 The UP College of Medicine pioneered an enhancement program in anatomy and histology in the country. The LEAP is intended to provide a comprehensive laboratory experience where students are provided with anatomy learning materials in their physical form that will stimulate learners to retrieve prior knowledge from the virtual sessions, perform tasks (per station) in groups, plan and discuss application and relationship of each task to the overall understanding of anatomy.…”

Section: Discussionmentioning

confidence: 99%

Student Evaluation of a Learning Enhancement in Anatomy Program (LEAP) during the COVID-19 Pandemic: A Retrospective Study

Tecson III,

Bundoc,

Abdulla

et al. 2023

Acta Med Philipp

View full text Add to dashboard Cite

Background and Objective. The pandemic acted as an accelerator for the development of online teaching formats in anatomy and histology worldwide. The authors introduce a bridging program that reinforces the knowledge and understanding of gross and correlative anatomy and histology acquired in a virtual environment in preparation for its future clinical application. The study aims to evaluate the Learning Enhancement in Anatomy Program (LEAP) conducted among first-year medical students at the College of Medicine, University of the Philippines Manila.Methods. This descriptive cross-sectional study aims to determine the initial experience of implementing a learning enhancement program and assess areas for its improvement. An internally validated questionnaire was given to students after the program to gauge students’ reactions (Kirkpatrick Level 1 evaluation). Pre- and post-tests were administered to evaluate knowledge acquisition (Kirkpatrick Level 2 evaluation). Short-term behavioral peer evaluation (Kirkpatrick Level 3 evaluation) was also instituted.Results. One hundred fifty-two (152) students participated in the study. General reactions from students to the LEAP were consistently positive, with a steady majority of the students rating ‘5’ or a ‘Strongly Agree’ to positive statements regarding the program. Higher ratings for more traditional teaching methods, such as cadavers, formalinized specimens, and bones, compared to virtual systems were apparent. However, inter-student variation in preference for teaching modalities was observed. All stations of the LEAP were evaluated satisfactorily, with most gross anatomy stations rated higher than histology stations. A significant increase was noted in the total post-test scores compared to pre-test scores. This improvement in test scores was observed in the anatomy and histology subcategories and in six of the seven organ system modules. Perceived behavioral outcomes were also generally positive.Conclusion. The LEAP is a worthwhile endeavor, garnering overwhelmingly positive reactions and asignificant improvement in test scores. Future studies are necessary to fine-tune teaching and training in ablended learning environment.

show abstract

Lessons from Cadaver Dissection during the COVID-19 Pandemic

Cited by 5 publications

References 15 publications

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

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

The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic

Student Evaluation of a Learning Enhancement in Anatomy Program (LEAP) during the COVID-19 Pandemic: A Retrospective Study

Contact Info

Product

Resources

About