Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

Stokes, Jennifer; Silverthorn, Dee U.

doi:10.1152/advan.00190.2020

Cited by 6 publications

(1 citation statement)

References 17 publications

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“…[35][36][37][38] This rapid change caused anxiety and stress and affected students' mental health 39 and academic performance. 40,41 For anatomy courses, this sudden shift in pedagogy affected body donation and prosection programs at various institutions worldwide. 17,42 As a result, many educators were forced to quickly adapt to online, virtual teaching modalities while maintaining the same learning outcomes as before COVID-19.…”

Section: Discussionmentioning

confidence: 99%

Nursing students perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19

Narnaware¹,

Cuschieri²

2023

IJCAP

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The Coronavirus disease 2019 (COVID-19) has dramatically disrupted medical, allied health, and nursing education worldwide. It has created challenges for students and educators by requiring a sudden shift to online teaching and learning activities from didactic, passive teaching and learning. The objective of the present study was to evaluate the impact of these modes of teaching and learning before, during, and after the transition through COVID-19 on the class average and Grade Point Average (GPA) of nursing students taking anatomy and physiology in the first year of nursing. Using the virtual teaching and learning modality, the present study demonstrated that the mean class average of anatomy and physiology midterms and final examinations during COVID-19 (synchronous online teaching) was significantly higher (P<0.001) compared with the pre-COVID-19 (face-to-face (F2F) teaching) class average. However, the class average and GPA were not different between pre-COVID-19 (F2F teaching) and post-COVID-19 (hybrid/flex teaching). Virtual teaching of these subjects also significantly (P<0.001) increased the students’ GPA in anatomy and physiology during COVID-19 compared to before and after the stability of COVID-19. Students’ perspectives on teaching and learning these courses using these teaching modalities indicated that nursing students prefer a synchronous, hybrid mode of learning in anatomy and physiology. The present study demonstrates nursing students’ preference for a synchronous, online and hybrid mode of teaching and learning anatomy and physiology in case of the re-emergence of a new strain of coronavirus after Omicron variant in future lockdown due to the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Nursing students perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19

Narnaware¹,

Cuschieri²

2023

IJCAP

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From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy

Liu,

Chen,

Cao

et al. 2024

Anatomical Sciences Ed

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Anatomy forms the foundation for the training and execution of routine surgical procedures. However, a gap persists in effectively bridging anatomical knowledge with the confident performance of procedures. Virtual simulation (VS) techniques, based on experiential and situated learning theory, hold promise in addressing this challenge. Apicoectomy, a procedure involving root apex resection to preserve a tooth, requires a blend of regional and dental anatomy knowledge, making it an ideal model for assessing the effectiveness of VS. This prospective cohort study evaluated primarily the enhancement of incorporating VS training in the preclinical skill training of apicoectomy for undergraduate dental students, compared to relying solely on traditional methods. VS training includes the simulated dissection process, patient examination, and apicoectomy based on graphically synthesized virtual models. Secondly, the study investigated the influence of exposure to VS training on students' confidence and satisfaction. The training was divided into three progressive levels aligned with students' cognitive processes, employing Miller's competence learning framework. Participants were categorized into the control group (CG) (n = 214) and VS training group (VSTG) (n = 220) based on their classes. The results demonstrated that VSTG showed significantly greater training enhancement (VSTG: 7.14 ± 1.74; CG: 6.57 ± 2.02, p = 0.002) and higher confidence levels (VSTG: 2.94 ± 0.13; CG: 2.69 ± 0.13, p < 0.001), along with greater satisfaction with the training compared to the CG (VSTG: 3.70 ± 0.18; CG: 3.20 ± 0.17, p < 0.001). In conclusion, VS proves to be a valuable adjunct for enhancing procedural skill training in surgical procedures.

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The Impact of the COVID Crisis on Anatomical Education: A Systematic Review

Gajic

Rea

2022

Biomedical Visualization

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Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

Cited by 6 publications

References 17 publications

Nursing students perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19

Nursing students perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19

From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy

The Impact of the COVID Crisis on Anatomical Education: A Systematic Review

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