Dataset Information

The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology.

ABSTRACT:

Aim

To compare the efficacy of different components of online and contact anatomy classes as perceived by medical students.

Methods

An anonymous course evaluation survey was conducted at the end of the academic year 2019/2020. The organization of classes due to the SARS-CoV-2 pandemic provided our students with a unique opportunity to compare online and contact classes. Students' responses were analyzed according to the type of obtained data (ratio, ordinal, and categorical).

Results

The response rate was 95.58%. Approximately 90% of students found anatomical dissection and practical work in general to be the most important aspect of teaching, which could not be replaced by online learning. During online classes, students missed the most the interaction with other students, followed by the interaction with student teaching assistants and teaching staff. Very few students found contact lectures useful, with most students reporting that they could be replaced with recorded video lectures. In contrast, recorded video lectures were perceived as extremely helpful for studying. Regular weekly quizzes were essential during online classes as they gave students adequate feedback and guided their learning process. Students greatly benefitted from additional course materials and interactive lessons, which were made easily available via e-learning platform.

Conclusions

Anatomical dissection and interaction during contact classes remain the most important aspects of teaching anatomy. However, online teaching increases learning efficiency by allowing alternative learning strategies and by substituting certain components of contact classes, thus freeing up more time for practical work.

SUBMITTER: Banovac I

PROVIDER: S-EPMC8107989 | biostudies-literature | 2021 Apr

REPOSITORIES: biostudies-literature

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Publications

The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology.

Banovac Ivan I Katavić Vedran V Blažević Andrea A Bičanić Ivana I Hladnik Ana A Kovačić Nataša N Petanjek Zdravko Z

Croatian medical journal 20210401 2

<h4>Aim</h4>To compare the efficacy of different components of online and contact anatomy classes as perceived by medical students.<h4>Methods</h4>An anonymous course evaluation survey was conducted at the end of the academic year 2019/2020. The organization of classes due to the SARS-CoV-2 pandemic provided our students with a unique opportunity to compare online and contact classes. Students' responses were analyzed according to the type of obtained data (ratio, ordinal, and categorical).<h4>R ...[more]

PMID: 33938657

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Project description:Background: The prevalence of overweight and obesity continues to rise and is associated with increased morbidity and mortality. Weight bias is common among physicians and medical students and limits the therapeutic alliance between providers and patients with overweight and obesity.Objective: The authors sought to explore the relationship between the gross anatomy course and medical student attitudes towards weight and obesity.Design: The authors employed a mixed-methods approach consisting of semi-structured interviews and anonymous web-based surveys of first-year medical students taking gross anatomy at one USA medical school. They analyzed transcripts of interviews and free-text survey responses using a grounded theory approach and performed tests of association to investigate the relationship between demographic information, responses to multiple-choice survey questions and weight bias.Results: A total of 319 (52%) first-year medical students (2015-2018) completed the survey and 33 participated in interviews. Of survey respondents, 71 (22%) responded that the course had changed how they felt about people with overweight/obesity. These respondents were also more likely to affirm that the course had affected their views toward their own bodies (p < 0.001). Qualitative data analysis identified three overarching themes within students' descriptions of the effects of the gross anatomy lab on attitudes toward bodies perceived to have excess weight: these bodies were described as 1) difficult, 2) unhealthy, and 3) evoking disgust. Students extrapolated from their experiences with cadavers to imagined interactions with future patients, relying heavily on the narrative of the difficult patient.Conclusions: At one USA medical school, students perceived their experiences in gross anatomy as shaping their attitudes toward individuals with overweight or obesity. Efforts to reduce medical student weight bias ought to target this previously unexplored potential site of weight bias.

Project description:BackgroundThe COVID-19 pandemic necessitated the virtualization of medical education. While there is increasing guidance available on the various methods and strategies for this online pivoting, there is limited data about the learners' perspective. The easement of social distancing restrictions has necessitated innovative delivery of education in hybrid formats (a mix of in-person and virtual).MethodsAn anonymous voluntary survey was distributed to all internal medicine (IM) residents at an academic medical center assessing resident perspectives on the transition from in-person didactics (IPD) prior to March 2020 to virtual didactics (VD) prompted by COVID-19 related limitations from March 2020-June 2022. This was followed by an evolution to a hybrid format didactics (HD) in July 2022 after social distancing guidelines were lifted. In January 2023, a follow-up survey was distributed to all IM residents to assess perspectives of VD as compared to HD. The surveys assessed trainee impact on education, quality of content and interaction with the speaker, use of interactive tools, content accessibility, technical difficulties, and comparison to prior formats (IPD).Results45 PGY-1s (interns) and PGY2-4s (senior residents) responded to the June 2021 survey (comparing IPD and VD; 30.8% response rate) and 30 interns and senior residents responded to the January 2023 survey (comparing HD to both previous formats; 18.3% response rate). Most interns were dissatisfied with the quality of educational content, with only 35% (9 out of 26) rating it as high or very high quality in 2021, and a similar rating in the January 2023 survey (7 out of 20). Interns also reported subpar interaction with speakers, with 19% (5 out of 26) rating it as high or very high quality in 2021, and 35% (7 out of 20) in 2023. Senior residents had similar views on content quality, with 45% (8 out of 18) giving it a high or very high rating in 2021, and a lower rating of 20% (2 out of 10) in 2023. They also reported suboptimal speaker interaction, with 28% (5 out of 18) in 2021 and 20% (2 out of 10) in 2023 rating it as high or very high quality. Despite the ease of use and accessibility of digital platforms, with over 70% of both interns and senior residents in both 2021 and 2023 surveys expressing satisfaction, a notable 54% (14 out of 26) of interns indicated an interest in returning to in-person didactics post-pandemic, compared to 25% (4 out of 16) of senior residents.ConclusionsOur single center study demonstrated dissatisfaction in IM residents across various domains of virtual as well as hybrid format didactics despite reported ease of access. As innovations in delivery of resident education continue to occur, an ongoing assessment of the impact on learner satisfaction and knowledge acquisition is advised to ensure effective delivery.

Dataset Information

The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology.

Aim

Methods

Results

Conclusions

Publications

The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology.

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