Students' Attitudes as Regard to Distance Learning of Anatomy Courses throughout COVID-19 Pandemic Lockdown Period among Medicine and Paramedical Faculties of Najran University, Saudi Arabia

Mehdar, Khlood M.

doi:10.13189/ujer.2020.082253

Cited by 5 publications

(6 citation statements)

References 9 publications

(12 reference statements)

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“…Only two studies enrolled other than medical students: Mehdar (2020) recruited medical and paramedical students whereas Singal et al (2021) included both medical and dental students. Fifteen studies did not report the number of the enrolled participants, their demographic information or both.…”

Section: Resultsmentioning

confidence: 99%

“…Online teaching was reported to be time saving and able to enhance students' performances as well as their ability to be focused on preparing for clinical placements. Although family distractions, technical problems, lack of motivation, difficulty concentrating were often identified as treats, only two studies clearly reported that students felt that remote learning had negatively affected the quality of instruction as well as the interaction between peers and educators (Mehdar et al, 2020; Shahrvini et al, 2021). Also, it was generally felt that digital visual resources were not fully adequate to replace for the cadaveric dissection.…”

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: Resultsmentioning

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

“…The current data showed that nearly half of students supported the concept that online learning of anatomy could replace face‐to‐face teaching. In this regard, about one‐third of medical students at Saudi Arabian University are against the concept that online learning of anatomy can substitute traditional anatomy teaching (Mehdar, 2020). Furthermore, approximately 50% of medical students at the University of Malta believe that online learning of anatomy is comparable to face‐to‐face teaching (Cuschieri & Calleja Agius, 2020), while approximately 40% of medical students in the United Kingdom (UK) preferred virtual simulation to learn anatomy (Zargaran et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Despite the popularity of online learning, the majority of students prefer traditional classes because they can deliberate, concentrate, ask, interact, and discuss with their friends and class teachers (Radha et al, 2020; Yoo et al, 2021). College students who prefer traditional learning struggled with adapting to the emergency online learning (Aguilera‐Hermida, 2020; Shahrvini et al, 2021) and faced some difficulties to understand online anatomy materials (Mehdar, 2020). Previous studies revealed the possibility for medical students to learn anatomy using online modalities instead of using cadaver dissection (McLachlan et al, 2004; Patel et al, 2015; McMenamin et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Mahdy

Sayed

2022

Anatomical Sciences Ed

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The sudden shift of veterinary anatomy teaching from traditional to online mode during the Covid‐19 pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate students’ perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two‐thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face‐to‐face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three‐dimensional (3D) virtual tools and electronic devices with either free or low‐priced internet packages, and measuring students’ understanding before and after each lecture. This is the first study to solicit the early students’ feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision‐makers in Egypt for future implementation of online learning of veterinary anatomy.

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“…Depending on their experience, students differ in the adoption of ICT skills (Mehdar, 2020). For example, as stated by Brown and Czerniewicz (2008) when looking at the case of almost all South African students, who were exposed to ICTs, the use of these technologies was rarely frequent and despite the hype associated with Web 2.0 technologies, there was low use of those for teaching and learning.…”

Section: Open Accessmentioning

confidence: 99%

Emergency Remote Teaching and Learning in Greek Universities During the COVID-19 Pandemic: The Attitudes of University Students

Zagkos

Kyridis

Kamarianos

et al. 2022

EUR J INTERACT MULTIMED ED

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Undoubtedly the pandemic of COVID-19 had a great impact globally on our daily activities. Whereas to face this unprecedented situation all the educational institutions were compelled to keep the lessons conducted over the internet. Under the current circumstances this quantitative research detects, describes, and measures attitudes of 807 students of 5 Greek universities towards the distance learning process. The data that was collected by using a 5-point Likert scale reflects the strong agreement of the students that face-to-face teaching cannot be replaced by distance learning, especially when it comes to laboratory training. The consensus is also that remote learning has abased pedagogical relationships between professors and classmates and among the latter as well. Findings indicate that students come to a meeting of minds about the educational inequalities which are worsened by the lack of digital equipment and undeveloped technological infrastructure. Furthermore, this study reveals a correlation between the responses of the sample and their demographic and social characteristics, something that offers possibilities for additional research.

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Students' Attitudes as Regard to Distance Learning of Anatomy Courses throughout COVID-19 Pandemic Lockdown Period among Medicine and Paramedical Faculties of Najran University, Saudi Arabia

Cited by 5 publications

References 9 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

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Emergency Remote Teaching and Learning in Greek Universities During the COVID-19 Pandemic: The Attitudes of University Students

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