Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education

The abrupt transition from face-to-face to online anatomy teaching amidst the COVID-19 pandemic has posed great challenges to anatomy lecturers in Malaysia, as they have had to adapt to new skills to prepare and deliver online classes. These online classes were delivered either synchronously via a web teleconferencing application or asynchronously through pre-recorded videos that were uploaded to the learning management system (LMS). The online delivery of anatomy practical classes has become a major concern among anatomy lecturers and students, especially in public institutions, as there is a lack of hands-on experience and social interaction. Nevertheless, some private medical schools have adapted well to both online lectures and practical classes, as they had been venturing towards online learning and virtual reality tools even before the pandemic commenced. The Malaysian Anatomical Association (MAA) webinar, “Transformation of Anatomy Education in Malaysia during COVID-19 Pandemic”, discussed the issues related to lecturers’ and students’ receptivity to online anatomy classes. This study discusses the issues related to online anatomy teaching and learning (T&L) and the actions taken by the university’s governance and anatomy faculty members to resolve the issues discussed in the academic discourse.

Download Full-text

Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

The Scientific World JOURNAL ◽

10.1155/2013/310348 ◽

2013 ◽

Vol 2013 ◽

pp. 1-5 ◽

Cited By ~ 54

Author(s):

Veronica Papa ◽

Mauro Vaccarezza

Keyword(s):

Medical Education ◽

Gross Anatomy ◽

Computer Assisted ◽

Past Century ◽

Anatomy Education ◽

Postgraduate Students ◽

Racial Background ◽

Teaching Anatomy ◽

Clinical Problems ◽

Anatomy Teaching

Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.

Download Full-text

Faculties Perception on Anatomy Teaching and Assessment in Lockdown and Post-lockdown New Normal Phase

JOURNAL FOR CLINICAL AND DIAGNOSTIC RESEARCH ◽

10.7860/jcdr/2020/47087.14272 ◽

2020 ◽

Author(s):

Hironmoy Roy ◽

Kuntala Ray ◽

Abhijit Bhakta

Keyword(s):

Online Teaching ◽

Online Survey ◽

West Bengal ◽

Virus Disease ◽

Normal Phase ◽

New Normal ◽

Online Mode ◽

Normal Period ◽

Demonstration Video ◽

Anatomy Teaching

Introduction: For last five-six months in the Corona Virus Disease (COVID-19) lockdown period the Phase 1 MBBS students were being taught Anatomy theory as well as demonstration topics in online mode. Faculties were new to the mode initially, but gradually they coped up for online teaching. Now, in coming near future, institutes will resume with physical class activities and examinations will be held in departments; in the ‘new normal period’ even when the COVID cases are increasing day-by-day. Aim: This study was an endeavour to explore faculties’ perception in Anatomy teaching and assessment in online teaching and side by side their opinion for planning to resume class and assessment in new normal phase. Materials and Methods: For this amongst the faculties of Anatomy of West Bengal, posted in 17 different medical teaching institutes; included in the Whatsapp group of Anatomical Society of India West Bengal (WB) Chapter; this cross-sectional study was carried on by an online survey using a pre-tested pre-designed structured questionnaire upon 14 questions regarding their perception of online class-cum-assessments as practiced as well as their perception for future post-unlock class sessions and assessment methods; assuring anonymity; with encouragement and support from Anatomical Society of India WB chapter. Out of total 199 faculties 163 responded in time and their responses was tabulated. Results: From the response of 163 faculties, it came out that all faculties taught ‘abdomen’, ‘head and neck’, ‘neuroanatomy’ parts as well as some parts of histology and embryology. Google classroom was most favoured teaching platform followed by Zoom meeting application. Majority (84.6%) of the faculties used to take lecture classes by sharing Power Point Presentation (PPT) during class hours; and 46% used to share the pre-recorded demonstration video of the parts. Only 5% of them felt that by this mode full competency could be achieved for the students. Questions sharing followed by answers writing-scan-mail was the most favoured (88.9%) mode of theory assessments; although 57% faculties used Multiple Choice Questions (MCQs) for assessment. In the ‘new-normal phase’ when the college and classes will resume, faculties like to have demonstration classes with ‘mini-group’ and lecture topics to be covered solely in online mode. For theory assessment, MCQs was mostly opted (63.8%) supplemented by camera-observed Objective Structured Practical Examination (OSPE) in the practical portion (50.3%). Conclusion: This study not only provides the experience shared by faculties in conducting the online teaching of Anatomy in the lockdown phases, but also provides insight in planning of the classes and examinations in the post-lockdown COVID-19 times which can be presented as recommendation to the university, which is yet to plan out the examination in ‘new normal’ era.

Download Full-text