Students' perspective on the interactive online anatomy labs during the COVID-19 pandemic.

PURPOSE: New training methods sprung up using communication technologies after the suspension imposed on Greek Universities due to restrictive measures against the COVID-19 pandemic. The current questionnaire-based study evaluates the efficacy and utility of the interactive online anatomy labs (ONALs) in assisting the assimilation of anatomy and substituting dissection labs during the pandemic. METHODS: ONALs consisting of video recorded demonstrations of dissected cadavers were developed so that real-time dialogue and interaction between tutor and students was feasible. First- and second-year medical students who were taught neuroanatomy and splanchnology and first-year dental students who were taught head and neck anatomy evaluated the ONALs. RESULTS: One hundred and sixty students participated. The 61 students (38.13%) attended the splanchnology, 58 (36.25%) the neuroanatomy, and 41 (25.63%) the head and neck anatomy course. 86.9% of the participants found the ONALs beneficial for their study. The 75.5% with previous experience of a "face-to-face" dissection replied that the ONALs cannot substitute satisfactorily "face-to-face" dissections. 63.8% replied positively to the ONALs maintenance after the pandemic. CONCLUSIONS: The study's novelty is based on the maintenance of the greater possible interaction between tutors and students during the ONALs, in contrast to the previously described usage of dissection educational videos in anatomy. Our findings reinforce the established statement that "a teaching dissection is an irreplaceable tool in anatomy education". However, the ONALs were well-received by the students and can be kept on as a supplementary teaching modality and can be proven quite useful in Medical Schools that lack cadavers.

Assessment of the opinions and experiences of anatomy educators regarding the distance anatomy education in medical facilities under the effect of COVID-19 in Turkey.

PURPOSE: Aim of this research is to assess the perceptions and views of the anatomy lecturers (educators) of the medical faculties in Turkey on undergraduate distance anatomy education during the COVID-19. METHODS: Anatomy educators nationwide were invited to the online questionnaire developed by the authors. Ninety-one anatomy educators participated in the questionnaire. Views of the participants were evaluated by Likert-type questions and open-ended questions. Distance anatomy education experiences of the participants between March and July 2020 were evaluated. RESULTS: Participants found face-to-face education more beneficial than distance education courses conducted with video recordings. They also reported that they agreed synchronous lessons were more beneficial than asynchronous lessons. They agreed that time management was a positive result. However, they were concerned about the adverse effects of the interruption of formal anatomy education regarding quality. The experience of distance anatomy education applied during the COVID-19 pandemic has revealed the demand for distance theoretical anatomy education supported by video recordings and face-to-face practical anatomy education methods (blended) for the post-pandemic period. CONCLUSION: There is much research focusing on the students regarding the effects of the COVID-19 pandemic on anatomy education. The experiences and the suggestions of the anatomy educators are also important. The findings of the current research have revealed the positive approach to distance theoretical anatomy education and face-to-face practical anatomy education methods (blended) for the post-pandemic period.

Digitalization in education during the COVID-19 pandemic: emergency distance anatomy education.

PURPOSE: During the COVID-19 pandemic, the distance education method started to be applied to prevent the interruption of education in universities. Anatomy education given to students who will serve in the field of health has also been transferred to the online method in this digitization process. The aim of the study was to evaluate the emergency distance anatomy education by taking the feedback of the students of the health services vocational school and to make changes and regulations that will increase the quality of education. METHODS: In the study, a questionnaire was applied to Harran University Health Services Vocational School students. The link address of the online survey (prepared 5-point Likert scale) form was shared with the volunteers. SPSS 20.0 was performed for the statistical analyses. RESULTS: A total of 75.6% of the volunteers participated in the study stated that they preferred face-to-face anatomy education to distance anatomy education. 63.3% of the volunteers stated that distance anatomy education provides flexibility and time saving, 65.5% of them provide the opportunity to learn at their own learning pace. 63.1% of the participants stated that they could not get their attention due to not being in the classroom environment. CONCLUSION: To increase the efficiency and quality of distance anatomy education for students studying in the field of health, it is necessary to take into account the feedback received from the students and to make adjustments in the curriculum and content by considering the feedback.

Evaluation of views and perceptions of the medical faculty students about distance anatomy education during the COVID-19 pandemic.

PURPOSE: This study aimed to investigate the students' opinions about the distance anatomy education given in our faculty at the COVID-19 pandemic and present our department's experiences. METHODS: An online questionnaire designed for medical faculty students. The questionnaire was applied to 355 volunteer medical faculty students. The questionnaire consisted of demographics, five-point Likert items, and open-ended questions. The questionnaire was applied between August and September 2020. Distance anatomy education activities were evaluated during March and July 2020. RESULTS: Results showed face-to-face theoretical anatomy education was found to be more effective than distance anatomy education conducted with recorded lecture videos. Even though the positive aspects of distance anatomy education stand out in topics, such as time management, it has been stated that cadaver and laboratory education has been disrupted. Most of the students agreed that they spent more time on supplementary resources during distance anatomy education. CONCLUSION: The COVID-19 pandemic has provided an unexpected experimental environment. The demand for a blended method, which consists of distance (supported by video recordings) theoretical anatomy education and face-to-face practical anatomy education for the post-pandemic period comes to the fore. Distance anatomy education brings some problems with it due to its nature, and it is essential to seek unique solutions to them. Evaluating the perceptions of the parties will play an essential role in solving the problems of distance anatomy education and in the formation of future anatomy education styles.

New trends in teaching anatomy and our experience with teaching anatomy in Czech during quarantine regarding COVID-19 pandemic.

The forced disruption of education in the summer semester 2019-2020 was an unprecedented situation also for the teaching of anatomy at Czech medical faculties. Due to the forthcoming final exam on Anatomy, the situation urgently required a fluent transition to the distance learning. In our manuscript we present our experiences and tips based also on experience from other anatomical departments and which can be used in similar crises for a continuous.