Sudden Transition in Anatomy Education: Assessing the Perception of Anatomy Course Delivery among Medical Students during COVID-19 Pandemic
DOI:
https://doi.org/10.33102/uij.vol33no3.360Keywords:
COVID-19, gross anatomy, online learning, anatomy education, histologyAbstract
Coronavirus disease 2019 (COVID-19) pandemic has undoubtedly impacted anatomy education. This has led to a vast shift from a face to face (F2F) session to a complete online session and practical demonstration. Nonetheless, this pandemic provides an opportunity for anatomy educationists to embark on an alternative delivery of anatomy education via an online platform. The aim of this study was to evaluate the students’ perception of the online teaching and learning in anatomy course delivery among the first-year medical students in Universiti Sains Islam Malaysia (USIM). A total of 90 first-year medical students partook in an online questionnaire-based survey after semester completion of online anatomy course delivery. Synchronous online lectures conferred positive responses from the students with 73.0% of the students perceived effective communication with lecturers through the online platform. Out of these, 71.6% inclined towards online lectures as it allows them the flexibility to record the lecture and revisit it. Gross anatomy practical sessions were executed asynchronously via pre-recorded video with an additional supplementary quiz on USIM’s Global Open Access Learning system (GOALS) while histology practical was executed synchronously via virtual slide demonstration. A total of 80.1% students felt convenient with histology practical, however, only 48.3% students responded positively to the gross practical. Overall, 76.4% students favoured the conventional practical compared to the online sessions. Meanwhile, an online examination had disputable responses between the different exam formats whereby 71.9% students perceived that Multiple Choice Questions (MCQ) were conducted conveniently contradictory to the Modified Essay Questions (MEQ) in which only 34.9% students responded positively. In addition, 57.3% students disclosed multiple setbacks during the Objective Structures Practical Exam (OSPE). The extensive and impromptu changes in the study technique have received multiple responses from the students. Overall, the students preferred an online platform for didactic sessions but a real live classroom for practical sessions.
Downloads
References
Aebersold, Michelle, Voepel-Lewis, Terri, Cherara, Leila, Weber, Monica, Khouri, Christina, Levine, Robert, & Tait, Alan R. (2018). Interactive anatomy-augmented virtual simulation training. Clinical simulation in nursing, 15, 34-41.
Aka, Justine J, Cookson, Natalie E, Hafferty, Frederic W, & Finn, Gabrielle M. (2018). Teaching by stealth: utilising the hidden curriculum through body painting within anatomy education. Eur J Anat, 22(2), 173-182.
Bernama. (August 2020). Internet Percuma Dimanfaatkan Sepenuhnya Pelajar, Pekerja Dan Peniaga.
Bhat, Deepa, & Pushpalatha Murugesh, Pushpa NB. (2020). Objective structured practical examination: As an assessment tool in newly introduced competency based anatomy curriculum. Indian Journal of Clinical Anatomy and Physiology, 7(1), 81-86.
Cheng, Xin, Chan, Lap Ki, Pan, San‐Qiang, Hongmei, Cai, Li, Yun‐Qing, & Yang, Xuesong. (2020). Gross Anatomy Education in China during the Covid‐19 Pandemic: A National Survey. Anatomical Sciences Education.
Darras, Kathryn E, Spouge, Rebecca, Hatala, Rose, Nicolaou, Savvas, Hu, Jeff, Worthington, Anne, Forster, Bruce B. (2019). Integrated virtual and cadaveric dissection laboratories enhance first year medical students’ anatomy experience: a pilot study. BMC medical education, 19(1), 366.
Erolin, Caroline, Reid, Luke, & McDougall, Seaneen. (2019). Using virtual reality to complement and enhance anatomy education. Journal of Visual Communication in Medicine, 42(3), 93-101.
Estai, Mohamed, & Bunt, Stuart. (2016). Best teaching practices in anatomy education: A critical review. Annals of Anatomy-Anatomischer Anzeiger, 208, 151-157.
Falah, Jannat, Khan, Soheeb, Alfalah, Tasneem, Alfalah, Salsabeel FM, Chan, Warren, Harrison, David K, & Charissis, Vassilis. (2014). Virtual Reality medical training system for anatomy education. Paper presented at the 2014 Science and Information Conference.
Green, Rodney A, Whitburn, Laura Y, Zacharias, Anita, Byrne, Graeme, & Hughes, Diane L. (2018). The relationship between student engagement with online content and achievement in a blended learning anatomy course. Anatomical sciences education, 11(5), 471-477.
Guimarães, Bruno, Dourado, Luís, Tsisar, Stanislav, Diniz, José Miguel, Madeira, Maria Dulce, & Ferreira, Maria Amélia. (2017). Rethinking anatomy: how to overcome challenges of medical Education’s evolution. Acta Médica Portuguesa, 30(2), 134-140.
Hamza, Chloe A, Ewing, Lexi, Heath, Nancy L, & Goldstein, Abby L. (2020). When social isolation is nothing new: A longitudinal study psychological distress during COVID-19 among university students with and without preexisting mental health concerns. Canadian Psychology/Psychologie canadienne.
Henssen, Dylan J.H.A., van den Heuvel, Loes, De Jong, Guido, Vorstenbosch, Marc A.T.M., van Cappellen van Walsum, Anne-Marie, Van den Hurk, Marianne M., Bartels, Ronald H.M.A. (2020). Neuroanatomy Learning: Augmented Reality vs. Cross-Sections. Anatomical Sciences Education, 13(3), 353-365.
Jacob, Tony George. (2013). History of teaching anatomy in India: From ancient to modern times. Anatomical sciences education, 6(5), 351-358.
Jain, Nishant, Youngblood, Patricia, Hasel, Matthew, & Srivastava, Sakti. (2017). An augmented reality tool for learning spatial anatomy on mobile devices. Clinical Anatomy, 30(6), 736-741.
Johnson, Elizabeth O, Charchanti, Antonia V, & Troupis, Theodore G. (2012). Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal–multidisciplinary teaching. Anatomical sciences education, 5(6), 354-366.
Jones, David Gareth. (2019). Three‐dimensional printing in anatomy education: Assessing potential ethical dimensions. Anatomical sciences education, 12(4), 435-443.
Joseph, Mathew, & Singh, Brijendra. (2019). Recent advances and changing face of anatomy teaching and learning in medical education. National Journal of Clinical Anatomy, 8(2), 49-52.
Lackey-Cornelison, Wendy L, Bauler, Laura D, & Smith, Jacob. (2020). A comparison of the effectiveness of dissection and prosection on short-term anatomic knowledge retention in a reciprocal peer-teaching program. Advances in Physiology Education, 44(2), 239-246.
Ma, Meng, Fallavollita, Pascal, Seelbach, Ina, Von Der Heide, Anna Maria, Euler, Ekkehard, Waschke, Jens, & Navab, Nassir. (2016). Personalized augmented reality for anatomy education. Clinical Anatomy, 29(4), 446-453.
McMenamin, PG, McLachlan, John, Wilson, A, McBride, JM, Pickering, J, Evans, Darrell JR, & Winkelmann, A. (2018). Do we really need cadavers anymore to learn anatomy in undergraduate medicine? Medical teacher, 40(10), 1020-1029.
Rizzolo, Lawrence J. (2002). Human dissection: an approach to interweaving the traditional and humanistic goals of medical education. The Anatomical Record: An Official Publication of the American Association of Anatomists, 269(6), 242-248.
Roy, Hironmoy, Ghosal, Asis Kumar, & Ray, Kuntala. (2020). Students'perception On'objective Structured Practical Examination (OSPE)'In Internal Assessment Examination Of Anatomy. International Journal of Scientific Research, 8(12).
Saverino, Daniele. (2020). Teaching anatomy at the time of COVID‐19. Clinical Anatomy (New York, Ny).
Štrkalj, Goran, El-Haddad, Joyce, & Hulme, Anneliese. (2020). A Global Geography of Body Acquisition for Anatomy Education: Issues, Challenges and Prospects Teaching Anatomy (pp. 223-235): Springer.
Vaughan, Michelle. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research & Perspectives, 41(1).
World Health Organization. (November 2020). Coronavirus Disease 2019 (COVID-19) Situation Report.
Yammine, Kaissar, & Violato, Claudio. (2015). A meta‐analysis of the educational effectiveness of three‐dimensional visualization technologies in teaching anatomy. Anatomical sciences education, 8(6), 525-538.
Zilverschoon, Marijn, Vincken, Koen L, & Bleys, Ronald LAW. (2017). The virtual dissecting room: Creating highly detailed anatomy models for educational purposes. Journal of biomedical informatics, 65, 58-75.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Amira Raudhah Abdullah, Ku Mastura Ku Mohd Nor, Mohd Hairulhisyam Ngatiman
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
If the article is accepted for publication, the copyright of this article will be vested to author(s) and granted the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution-NonCommercial 4.0 International License, unless otherwise stated. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at https://creativecommons.org/licenses/by-nc/4.0/.