ABSTRACT
The COVID-19 pandemic significantly changed the way anatomy classes were carried out, depriving students of practical learning using real anatomical specimens. Once COVID restrictions were lifted and students returned to a normal class setting a randomized study was carried out to elevate effectiveness of practical anatomy didactics. The aim of this study was to evaluate the impact of an anatomy workshop based on demonstrating anatomical structures delivered in a face-to-face format, and to compare it with a standard course based on online learning. The randomization involved 350 students from whom 80 participants were drawn to form both a study and control group. The study consisted of three parts: exam 1, workshop, exam 2. The study group participated in all parts of the project, while the control group participated only in the exam. The workshop was held by near peer teachers (NPT). Statistical analysis showed that participation in the workshop had an effect on the passing score of exam 2 (p=0.039). It was also shown that the difference in scores was significantly higher (p=0.049) in the study group compared to the control group. The study proved that the workshops which were based on demonstrating anatomical structures by NPT significantly affected the scores obtained by trainees. In conclusion, the project confirmed the importance of student interaction with anatomical specimens and that online teaching is not a substitute for teaching in a dissecting room. Additionally, this study confirmed the high usefulness of NPT as a support for the didactic process conducted by experts. Copyright: © 2022 Jurand Domański, Marta Wanat, Jacek Ciach, Angelika Osuch, Bożena Kurc-Darak, Sławomir Woźniak, Zygmunt Domagała.