Teaching and learning anatomy online in South Africa during the COVID-19 pandemic

Abstract

Due to the interactive nature of classic anatomy teaching and learning, great consideration and planning were necessary to deliver an effective online anatomy course. This paper describes the experiences of teaching and learning anatomy online in South Africa during the COVID-19 pandemic. An asynchronous approach was successful in delivering the course content; however, students expressed the desire to resume in-person, interactive cadaveric dissections. Anatomy course content was delivered using a variety of educational resources accounting for all learning styles and attempting to mimic a pre-pandemic setting. Although postgraduate student research timelines were disrupted, contact between research teams was maintained, allowing for projects to run through to completion. The challenges faced throughout the pandemic have shown that anatomical science is a constantly evolving discipline that requires a variety of resources.

Online anatomy education during the Covid‐19 pandemic: Opinions of medical, speech therapy, andBScAnatomy students

“…Students also had access to anatomy-specific educational resources, such as Primal Pictures, which offered an alternative to two-dimensional (2D) and 3D anatomy imaging. 36 This was appreciated by students and was deemed sufficient to contribute to their holistic anatomical knowledge. This finding is consistent with previous studies, which revealed that academic achievements of anatomy students during the pandemic were higher or similar to those that utilized conventional study modalities.…”

“…Course content and materials were delivered to students via pre‐recorded lectures and Microsoft PowerPoint™ presentations (Microsoft, Corp., Redmond, WA). Students also had access to anatomy‐specific educational resources, such as Primal Pictures, which offered an alternative to two‐dimensional (2D) and 3D anatomy imaging 36 . This was appreciated by students and was deemed sufficient to contribute to their holistic anatomical knowledge.…”

“…53,54 Anatomy modules taught at Stellenbosch University, like many others, had to be reimagined and redesigned in several aspects to conform to this new virtual norm. Anatomy lectures typically conducted in large groups in lecture halls were shifted to pre-recorded lecture notes and tutorials with occasional live online lectures via Microsoft Teams (flipped classroom approach) as discussed by Lunn-Collier et al 36 The greatest challenge Stellenbosch University faced during this period was the acquisition of cadavers for anatomy education. This was due to concerns about the safety of using cadavers amid a communicable pandemic, 55,56 as well as the consequent closure of our body donation program.…”

“…Both dissection and prosection of cadaveric materials are the main practical pedagogical tools used, together with plastic models and cadaveric museum specimens. The study of histology is also a compulsory aspect of these modules, which allows students to identify and describe different microscopic structures with provided microscopes and, at postgraduate level, to create their own microscopic sections for viewing 36 . These anatomy modules conventionally involve in‐person didactic lectures and tutorials as well as laboratory experiences in large cohorts (Table S3).…”

“…This research report aimed to explore the opinions of anatomy students on their online anatomy learning experience during the Covid‐19 pandemic. Lunn‐Collier et al 36 discussed synchronous and asynchronous educational offerings at Stellenbosch University. However, underpinned by the adult learning theory, 77 the students in this study controlled their own learning at an asynchronous level in the online learning environment.…”