Amber Salman1, Anas Sarwar Qureshi2, Zaima Umar3, Momna Riaz1, Muhamad Usman4, Saba Zulfiqar1, Uzma Ali5, Humaima Saeed6. 1. Department of Anatomy, The University of Faisalabad-Health Sciences Wings, Faisalabad, Pakistan. 2. Department of Anatomy, University of Agriculture, Faisalabad, 38040, Pakistan. 3. Department of Anatomy, The University of Faisalabad-Health Sciences Wings, Faisalabad, Pakistan. zaima.umar@tuf.edu.pk. 4. Department of Anatomy, College of Veterinary and Animal Sciences, Narrowal, Pakistan. 5. Department of Anatomy, Faisalabad Medical University, Faisalabad, Pakistan. 6. Department of Physics, The University of Faisalabad-Health Sciences Wings, Faisalabad, Pakistan.
Abstract
PURPOSE: Virtual anatomy education was the only way that supported the learning process of the students during the forced lockdown time of COVID-19 pandemic. The intention of the current study was to apprehend the expected challenges experienced by the medical and dental students during their cyber anatomy classes. METHODS: This study was carried on 300 1st and 2nd year medical and dental students who joined their respective college in January 2020, and consented to participate in the study. A multiple choice questionnaire regarding their stance about these online classes was formed and student's feedback was taken. RESULTS: Most (80%) of the students longed for their traditional anatomy learning i.e., dissection courses, didactic lectures, interaction and motivation from their mentors and peer. The students blamed the learning without live dissections, models and microscopic slides for their lack of confidence. More than 80% students blamed inappropriate gadgets, absence of high-band internet connections, as possible barriers in their digital learning. Lack of self-motivation was considered by 66% students. CONCLUSIONS: This situation of anatomy education while lockdown was not intentional and should not be taken as the silver bullet solution for a subject like anatomy. Although students had to face a lot of challenges but this shift to online mode went swiftly at the time of health crisis. This digital learning may extend for an indefinite period, the students' feedback will be helpful in bringing appropriate and timely modifications in digital anatomy education.
PURPOSE: Virtual anatomy education was the only way that supported the learning process of the students during the forced lockdown time of COVID-19 pandemic. The intention of the current study was to apprehend the expected challenges experienced by the medical and dental students during their cyber anatomy classes. METHODS: This study was carried on 300 1st and 2nd year medical and dental students who joined their respective college in January 2020, and consented to participate in the study. A multiple choice questionnaire regarding their stance about these online classes was formed and student's feedback was taken. RESULTS: Most (80%) of the students longed for their traditional anatomy learning i.e., dissection courses, didactic lectures, interaction and motivation from their mentors and peer. The students blamed the learning without live dissections, models and microscopic slides for their lack of confidence. More than 80% students blamed inappropriate gadgets, absence of high-band internet connections, as possible barriers in their digital learning. Lack of self-motivation was considered by 66% students. CONCLUSIONS: This situation of anatomy education while lockdown was not intentional and should not be taken as the silver bullet solution for a subject like anatomy. Although students had to face a lot of challenges but this shift to online mode went swiftly at the time of health crisis. This digital learning may extend for an indefinite period, the students' feedback will be helpful in bringing appropriate and timely modifications in digital anatomy education.
Authors: Cecilia Brassett; Thomas Cosker; D Ceri Davies; Peter Dockery; Thomas H Gillingwater; T Clive Lee; Stefan Milz; Simon H Parson; Fabio Quondamatteo; Tracey Wilkinson Journal: J Anat Date: 2020-07-06 Impact factor: 2.610
Authors: Nalini Pather; Phil Blyth; Jamie A Chapman; Manisha R Dayal; Natasha A M S Flack; Quentin A Fogg; Rodney A Green; Anneliese K Hulme; Ian P Johnson; Amanda J Meyer; John W Morley; Peter J Shortland; Goran Štrkalj; Mirjana Štrkalj; Krisztina Valter; Alexandra L Webb; Stephanie J Woodley; Michelle D Lazarus Journal: Anat Sci Educ Date: 2020-05-10 Impact factor: 5.958