Psychoactive substances, anatomy and pre-pandemic COVID-19 students: prevalence of use and comparison of cross-sectional studies from the period 2011-2019 / Sustancias psicoactivas, alumnos de anatomía y prepandemia COVID-19: prevalencia de uso y comparación de estudios transversales del periodo 2011-2019

En estudios preliminares objetivamos alta prevalencia de uso de sustancias psicoactivas (SP) entre alumnos de Anatomía, con mayor impacto entre los recursantes o aquellos con actividades laborales. La causa del uso es multifactorial, pero se destacan factores de riesgo y precipitantes como la carga horaria de la currícula, exigencias de estudio, el distrés por el afrontamiento cadavérico negativo, el nuevo contexto educativo y la cantidad de horas de sueño. El objetivo fue comparar la prevalencia de uso de SP entre las cohortes de 2011-2019, con focalización en los factores determinantes conductuales. Estudio observacional, transversal y comparativo mediante encuesta estandarizada y anónima en 945 alumnos (año 2011= 122; año 2013= 158; año 2015=204; año 2017= 228; año 2019= 233). Se aplicaron parámetros estadísticos, se definió la significación como p -0.84; AA: r> -0.71). En el caso de ansiolíticos benzodiacepínicos, se asoció con falta de sueño y distrés por el afrontamiento negativo al estudio con cadáveres. En las cohortes comparadas por el lapso de 9 años hallamos alta prevalencia de uso de sustancias psicoactivas con tendencia al incremento. Las variables actividad laboral y recursante fueron determinantes para el uso de sustancias, y se asociaron cuestiones relativas a la adaptabilidad universitaria y afrontamiento de estudio negativo con el cadáver; todos con incidencia pedagógica en el proceso de enseñanza y aprendizaje.

SUMMARY: In preliminary studies, we observed a high prevalence of the use of psychoactive substances (PS) among Anatomy students, with a greater impact among recurrent students or those with work activities. The cause of use is multifactorial, but risk and precipitating factors stand out, such as the workload of the curriculum, study demands, distress due to negative cadaveric coping, the new educational context and the number of hours of sleep. The objective was to compare the prevalence of SP use between the 2011-2019 cohorts, with a focus on behavioral determinants. Observational, cross-sectional and comparative study using a standardized and anonymous survey in 945 students (year 2011= 122; year 2013= 158; year 2015=204; year 2017= 228; year 2019= 233). Statistical parameters were applied, significance was defined as p -0.84; AA: r> -0.71). In the case of benzodiazepine anxiolytics, it was associated with lack of sleep and distress due to negative coping with the study with cadavers. In the cohorts compared for a period of 9 years, we found a high prevalence of psychoactive substance use with an increasing trend. The variables work activity and recurrence were determinants for the use of substances, and issues related to university adaptability and negative study coping with the corpse were associated; all with pedagogical impact on the teaching and learning process.

Creation of 21st century anatomy facilities: designing facilities for integrated preclinical education in the Middle East.

BACKGROUND: The establishment of new anatomy facilities needs to accommodate a combination of modern teaching modalities that best align with evidence-based best teaching practices. This article describes the process in which our state-of-the-art anatomy laboratories were designed and implemented, and how these facilities support aspects of modern anatomy education. METHODS: A list of best practices for anatomy education in a modern medical curriculum was summarized from the literature. To assess student satisfaction, a survey related to student perception of the anatomy facilities (5-point Likert scale) was conducted. RESULTS: Our educational modalities include a broad range of teaching approaches. The Instructional Studio houses prosected and plastinated specimens, and cadaveric dissections are performed. Each of our three Dry Laboratories allow for active learning and interaction between small student groups. The Webinar Room acts as a conference room for departmental and online meetings, discussions with students, and dialogues with affiliated hospitals via the internet. The Imaging Center is equipped with a Sectra® medical educational platform, CAE Vimedix® Virtual Medical Imaging Ultrasound Training System, and Philipps Lumify® Ultrasound devices to train students to conduct and interpret sonographic images. Moreover, the Complete Anatomy® program is made available to all our students. CONCLUSION: The layout of our newly created Anatomy Facilities allows for all aspects of modern medical education mentioned in the literature. These educational modalities and teaching approaches are highly appreciated by our faculty and students. Moreover, these technologies allowed for a smooth transition from on-site anatomy teaching to online education during the COVID pandemic.

Tutorials in anatomy education of medical students during the COVID-19 pandemic - An evaluation of its effectiveness.

Anatomy has traditionally been taught through prosected specimens and the use of models and other techniques. During the COVID-19 period, this was replaced by tutorials, where students came to college to continue taking practical sessions. The study comprised four components. The first component consisted of demographic data. The second component consisted of questions concerning students' satisfaction with the tutorials. The third component included questions for Year 2 medical students only because they had tried both the new and old systems. The fourth component included the results for the Year 2 medical students. The study included 102 medical students. The number of tutorials each week and the duration of each tutorial were considered successful, since 47 (46.1%) and 44 (43.1%) students approved, respectively. The students were comfortable with understanding the information from PowerPoint presentations; 41 (40.2%) agreed with this statement. Moreover, 44 students (43.1%) agreed about the ability to recall material after the tutorial and the interaction it allowed them with the doctors. Overall, all the questions proved that the tutorials were of great value to the students during the COVID-19 period. Although COVID-19 limited anatomy teaching, tutorials were seen as a light at the end of the tunnel pending the end of the COVID-19 period.

Perspectives of online anatomy teachers: A neglected study population struggles with the invisible student.

Online teachers are an under-researched population, but their perspectives are crucial to the successful implementation of online education. A fully online section of an established face-to-face (F2F) two-semester undergraduate anatomy course with a prosection laboratory commenced in 2012 at The University of Western Ontario, Canada. Professors' lectures for F2F students were broadcast in live and archived format to online students using Blackboard Collaborate (BBC) video conferencing software. Teaching assistants (TAs) delivered online laboratories using BBC and three-dimensional (3D) anatomical computer models. This study explored the common experiences and issues faced by the course teachers from 2012 to 2014. Transcripts from open-ended, individual interviews with professors (n = 4) and TAs (n = 5) were coded and analyzed thematically. The teachers' concern for their inability to see the students during sessions to assess class engagement and their teaching effectiveness, and to develop social relationships, was the main finding. However, video conferencing software and email were sufficient communication methods for the students' questions and the teachers' answers. The TAs noted usability challenges and anatomical inaccuracies in the 3D models compared to cadavers. Due to limitations of BBC's screen sharing function, live manipulation for the 3D computer models was not possible; however, the TAs found pedagogical value in using screen captures of the models for drawing activities with the students. Overall, preparation time for teaching online was longer than for F2F. The study's findings provide science educators with issues to consider when preparing for online teaching and recommendations to optimize the teaching experience.

How were modified the human anatomy study habits during and after confinement by the COVID-19 pandemic? / ¿Cómo se modificaron los hábitos de estudio en anatomía humana durante y después del confinamiento por la pandemia del COVID-19?

SUMMARY: During 2020 and 2021 the anatomy subject was developed by online classes. In 2022, face-to-face teaching activities were resumed. The objective was to compare the autonomous study habits of two student generations that coursed the Human Anatomy subject in online and face-to-face mode. Two groups of students were asked to fill-out an online questionnaire. Online Generation (OL) (n=185) and Face-to-face Generation (FF) (n=154). The difference between both groups was the learning activities. OL received only online classes, and FF received theoretical classes and laboratory activities in face-to-face sessions. The most of OL subjects had greater clarity about the contents (71.9 %) and the depth (50.8 %) that they should study them, in contrast with FF (58.4 %, p = 0.0124 and 24.7 %, p < 0.0001 respectively). In OL, 47 % spent more than 4 hours weekly studying human anatomy, whereas in FF 68.2 % (p<0.0001). In both groups, the most important resource was the Video Recorded Classes (90.8 % in OL, and 83.1 % in FF). For OL, the three priority resources were exclusively electronic: 1) Video Recorded Classes, 2) Apps on smartphone or tablets, and 3) Apps on laptop or computer. FF generation prioritized: 1) Video Recorded Classes, 2) Anatomy Atlas, and 3) Class Slides. During the COVID-19 pandemic, the students that received only online classes were able to plain their study time in a better way than whose were in face-to-face classes. However, they spent less time to study the topics. In addition, it was possible to determine that students prefer digital resources (video classes recorded and apps in smartphone or computer) over traditional resources such as textbook and anatomy atlas. It proposes to consider these results in the Human Anatomy subjects design, in virtual or face-to-face mode.

Durante 2020 y 2021, la asignatura de anatomía fue desarrollada exclusivamente en modalidad online. En 2022 se retomaron las clases presenciales. El objetivo de este estudio fue comparar los hábitos de estudio autónomo de dos generaciones de estudiantes de anatomía. Dos grupos de estudiantes completaron un cuestionario online: Generación Online (OL) (n=185) y Generación Presencial (FF) (n=154). La principal diferencia entre ellos fue que OL recibió clases exclusivamente en modalidad online y FF exclusivamente presencial. La mayoría de los sujetos de OL tuvieron mayor claridad acerca de los contenidos (71,9 %) y la profundidad con que debían estudiarlos (50,8 %) en contraste con FF (58,4 %, p = 0,0124 and 24,7 %, p < 0,0001, respectivamente). En OL, el 47 % empleó más de 4 horas semanales de estudio, mientras en FF fue el 68,2 % (p<0.0001). En ambos grupos, el recurso más importante empleado fue la clase grabada (90,8 % en OL y 83,1 % en FF). Para OL la prioridad en el uso de los recursos de estudio fueron 1) Videoclase grabada, 2) Aplicación en teléfono o tablet y 3) Aplicación en computador. Para FF el orden de prioridad fue 1) Videoclase grabada, 2) Atlas de Anatomía y 3) Diapositivas de clases. Durante la pandemia de COVID-19, los estudiantes que recibieron exclusivamente clases online planearon su tiempo de estudio de mejor manera que quienes tuvieron clases presenciales y emplearon menos tiempo de estudio. Además, fue posible determinar que los estudiantes prefieren recursos de información digital (Videoclase Grabada y aplicaciones para teléfono celular o computador) por sobre los recursos tradicionales tales como texto y atlas de anatomía. Se propone considerar estos resultados en el diseño de los programas de asignatura de Anatomía Humana, a impartir en modalidad online o presencial.

Perception of teachers and students about the experience in the use of the Hyflex model in anatomy / Percepción de docentes y alumnos sobre la experiencia en el uso del modelo Hyflex en anatomía

RESUMEN: La pandemia por COVID-19 obligó a las universidades a impartir de forma abrupta sus asignaturas en un formato en línea o semi presencial. Es así como el uso del modelo educativo Hyflex surgió como alternativa. El objetivo del presente estudio fue conocer la percepción de los alumnos y docentes sobre la experiencia en el uso de Hyflex en anatomía. Estudio descriptivo de tipo mixto con una muestra por conveniencia de 115 alumnos y 7 docentes que participaban en Anatomía Aplicada durante el año 2021 en las Salas de Habilidades del Hospital de Simulación de la Universidad Andrés Bello, sede Viña del Mar, Chile. La recogida de datos fue a través de un cuestionario de auto aplicación con escala tipo Likert de 5 niveles y la realización de focus group con guión de 9 preguntas semi-estructuradas. Los datos cuantitativos fueron analizados con estadística descriptiva y la aplicación del test Mann- White para comparar entre grupos con un P < 0.05. Los datos cualitativos fueron analizados mediante teoría fundamentada para identificar las categorías principales y subcategorías. Tanto los docentes como estudiantes tuvieron una buena percepción sobre el uso de Hyflex. En ambos grupos lo más destacado fue que posibilitaba el acceso a contenidos y actividades en línea que complementaban las actividades presenciales. Sin embargo, ambos grupos coincidieron en que no aprenden más en el formato en línea que presencial. Además, en las entrevistas de focus group emergieron dos categorías principales, la satisfacción (destacando las subcategorías comprensión de contenidos, aspectos administrativos, acceso a la información) y modalidad (calidad de aprendizaje, rendimiento, participación, recepción de la información y aspectos sociales). Hyflex es una alternativa para impartir los contenidos de anatomía, aunque los estudiantes y docentes perciben que la presencialidad es fundamental para brindar una adecuada experiencia de aprendizaje.

SUMMARY: The COVID-19 pandemic forced universities to abruptly teach their subjects in an online or semi-face-to-face format. This is how the use of the Hyflex educational model emerged as an alternative. The objective of this study was to know the perception of students and teachers about the experience in the use of Hyflex in anatomy. Mixed-type descriptive study was carried out, with a convenience sample of 115 students and 7 teachers who participated in Applied Anatomy during the year 2021 in the Skills Rooms of the Simulation Hospital of the Andrés Bello University, Viña del Mar, Chile. Data collection was through a self-application questionnaire with a 5-level Likert-type scale and a focus group with a script of 9 semi-structured questions. The quantitative data were analyzed with descriptive statistics and the application of the Mann-White test to compare between groups with a P < 0.05. Qualitative data were analyzed using grounded theory to identify main categories and subcategories. Both teachers and students had a good perception of the use of Hyflex. In both groups, the highlight was that it enabled access to online content and activities that complemented face-to-face activities. However, both groups agreed that they do not learn more in the online format than in person. In addition, in the focus group interviews two main categories emerged, satisfaction (highlighting the subcategories content understanding, administrative aspects, access to information) and modality (quality of learning, performance, participation, reception of information and social aspects). Hyflex is an alternative to teach anatomy content, although students and teachers perceive that attendance is essential to provide an adequate learning experience.

A thematic analysis of students' discussions on death and body donation in international online focus groups.

Historically, Anatomy education is an in-person discipline involving exposure to human body donors that facilitates personal and professional growth through, in part, the initiation of reflection on the topic of death. However, during the COVID-19 pandemic the decreased exposure to cadaveric anatomy for many health professions students may have influenced the depth of their individual reflections on this topic. Accordingly, this study aimed to investigate the effect of an alternate approach-focus group discussions between peers with varying degrees of exposure to cadaveric material-that may offer one strategy to stimulate deep reflection on the topic of death. A programmatic intervention was introduced, wherein students (n = 221) from 13 international universities discussed differences in their anatomy courses during small focus group sessions as part of an online exchange program. An inductive semantic thematic analysis was conducted on responses to an open-ended text-response question on how the activity influenced students' reflections about death. Resulting themes were organized into categories that described the content and topics of the students' discussions as they grappled with this sensitive topic. The students reportedly engaged in deep reflection and expressed an increased sense of connectedness with their peers, despite their disparate exposure levels to cadaveric anatomy and being physically distanced. This demonstrates that focus groups with students experiencing different laboratory contexts can be used to help all students reflect on the topic of death and that interchanges between dissecting and non-dissecting students can initiate thoughts about death and body donation among non-dissecting students.

Study of nonsynchronous online teaching of regional anatomy for international students integrated with medical humanities and local culture during COVID-19 pandemic.

PURPOSE: The COVID-19 pandemic imposed unexpected disruptions to anatomical educational practice, the teaching of regional anatomy for international students which has changed to an online format and faces various challenges. The challenges include creating online education homogeneous/equivalent to offline education, introducing local culture to international students, and educating students in medical humanities and ethics. METHODS: To address these problems, the teaching staff integrated medical humanities and local culture into nonsynchronous online teaching of regional anatomy. RESULTS: The nonsynchronous online teaching with interpreted videos of dissections does not significantly affect the experimental and total scores of regional anatomy courses for international students. Integrating medical humanities and local culture into this teaching model is appreciated by them and also has a good teaching effect. CONCLUSION: Students not only gained professional knowledge but also obtained enhanced exposure to local culture and professional spirit from this regional anatomy education.

Piloting an interprofessional virtual cadaveric dissection course: Responding to COVID-19.

Interprofessional learning improves students' clinical and interprofessional competencies. COVID-19 prevented delivering in-person education and motivated the development of a virtual interprofessional cadaveric dissection (ICD) course. This study reports on the effects of a virtual ICD course compared to a previously delivered in-person course, on students' readiness for, and perceptions about, interprofessional learning. Students attending the ICD course in-person (2019-2020) or virtually (2020-2021) completed the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS). Students in the virtual course also provided written feedback. Thirty-two (24 women; Median: 24 [Q1-Q3: 22-25] years) and 23 students (18 women; 22 [21-23] years) attended the in-person and virtual courses, respectively. In the virtual cohort, the RIPLS total score (82 [76-87] vs. 85 [78-90]; p = 0.034) and the roles and responsibilities sub-score (11 [9-12] vs. 12 [11-13]; p = 0.001) improved significantly. In the in-person cohort, the roles and responsibilities sub-score improved significantly (12 [10-14] vs. 13 [11-14]; p = 0.017). No significant differences were observed between cohorts (p < 0.05). Themes identified in the qualitative analysis were advantages and positive experiences, competencies acquired, disadvantages and challenges, and preferences and suggestions. In-person and virtual ICD courses seem to have similar effects on students' interprofessional learning. However, students reported preferring the in-person setting for learning anatomy-dissection skills.

Supplemental musculoskeletal anatomy education in a shortened medical school curriculum.

To address anatomy knowledge gaps exacerbated by the education constraints of a new shortened medical school curriculum and the COVID-19 pandemic, the Orthopedic Surgery Interest Group (OSIG) created a novel hybrid anatomy curriculum for students interested in orthopedic surgery. The main objectives were to determine (1) Does this elective supplement to the curriculum improve students' perceived confidence with regard to orthopedic anatomy? (2) What are the students' preferred formats for receiving this elective supplement to the curriculum? To determine this, we used a prospective study design to determine the impact of the OSIG's student-led hybrid anatomy sessions. A survey with a five-point Likert scale (1) Strongly disagree; (2) Disagree; (3) Neither agree nor disagree; (4) Agree; (5) Strongly agree; was used to quantify responses. Chi-squared tests, Fisher's exact tests and T-tests were used when appropriate. Our results show that participants without prior anatomy experience rated the course higher on average when compared with those with prior anatomy experience (4.27 vs. 3.67, respectively; p = 0.168). Most students (88.2%) prefer for anatomy sessions to be held more frequently and 76.4% enjoyed having virtual components. 82.4% of participants reported that this course improved their self-confidence regarding orthopedic anatomy, and 100% would recommend it to other students. Most students enjoyed the course and reported improved self-perceived anatomy knowledge after participating. Medical schools that have a shortened anatomy curriculum can consider using the present study as a model for an optional musculoskeletal anatomy supplement at their institution.

In the eye of the beholder - how course delivery affects anatomy education.

BACKGROUND: The COVID-19 pandemic caused major shifts in students' learning strategies as well as teaching environments that profoundly affected the delivery of anatomy courses in medical schools. The Department of Anatomy at the University of Zagreb School of Medicine had a unique experience where the anatomy course in 2019/2020 was first taught in-person before transferring to an online course delivery, while the inverse happened in 2020/2021. The core curriculum, course material and examination criteria were the same in both academic years. The aim of the study was to determine whether course delivery affected students' perceptions of the course and whether it impacted students' engagement and success. METHODS: The students' perceptions of the course were assessed via an anonymous course survey (student evaluation of teaching, SET). The questions in the SET assessed the usefulness of teaching modalities rather than students' satisfaction. Most questions were in the form of statements to which students responded with their level of agreement on a five-point Likert scale. Differences between responses in 2019/2020 and 2020/2021 were analyzed using the Mann-Whitney test. Effect size was estimated using Cliff's delta and association between responses was assessed using Spearman's r coefficient. RESULTS: Students' perceptions were significantly affected by changes in course delivery. Students' success and engagement were higher in 2019/2020 when in-person teaching preceded online teaching. Furthermore, students' views on course organization and the usefulness of continuous assessment were more positive in 2019/2020. Finally, students' perceptions of the usefulness of online materials and activities were more positive in 2019/2020. All comparisons between the two academic years were statistically significant (P ≤ 0.0001 for all comparisons, Mann-Whitney test). CONCLUSIONS: Students' perceptions of the anatomy course were dependent on the teaching environment they were exposed to at the beginning of the course. A transfer from in-person to online course delivery was more successful than vice-versa. This has important implications for structuring hybrid courses in medical education in the future.

How were modified the human anatomy study habits during and after confinement by the COVID-19 pandemic? / ¿Cómo se modificaron los hábitos de estudio en anatomía humana durante y después del confinamiento por la pandemia del COVID-19?

SUMMARY: During 2020 and 2021 the anatomy subject was developed by online classes. In 2022, face-to-face teaching activities were resumed. The objective was to compare the autonomous study habits of two student generations that coursed the Human Anatomy subject in online and face-to-face mode. Two groups of students were asked to fill-out an online questionnaire. Online Generation (OL) (n=185) and Face-to-face Generation (FF) (n=154). The difference between both groups was the learning activities. OL received only online classes, and FF received theoretical classes and laboratory activities in face-to-face sessions. The most of OL subjects had greater clarity about the contents (71.9 %) and the depth (50.8 %) that they should study them, in contrast with FF (58.4 %, p = 0.0124 and 24.7 %, p < 0.0001 respectively). In OL, 47 % spent more than 4 hours weekly studying human anatomy, whereas in FF 68.2 % (p<0.0001). In both groups, the most important resource was the Video Recorded Classes (90.8 % in OL, and 83.1 % in FF). For OL, the three priority resources were exclusively electronic: 1) Video Recorded Classes, 2) Apps on smartphone or tablets, and 3) Apps on laptop or computer. FF generation prioritized: 1) Video Recorded Classes, 2) Anatomy Atlas, and 3) Class Slides. During the COVID-19 pandemic, the students that received only online classes were able to plain their study time in a better way than whose were in face-to-face classes. However, they spent less time to study the topics. In addition, it was possible to determine that students prefer digital resources (video classes recorded and apps in smartphone or computer) over traditional resources such as textbook and anatomy atlas. It proposes to consider these results in the Human Anatomy subjects design, in virtual or face-to-face mode.

Durante 2020 y 2021, la asignatura de anatomía fue desarrollada exclusivamente en modalidad online. En 2022 se retomaron las clases presenciales. El objetivo de este estudio fue comparar los hábitos de estudio autónomo de dos generaciones de estudiantes de anatomía. Dos grupos de estudiantes completaron un cuestionario online: Generación Online (OL) (n=185) y Generación Presencial (FF) (n=154). La principal diferencia entre ellos fue que OL recibió clases exclusivamente en modalidad online y FF exclusivamente presencial. La mayoría de los sujetos de OL tuvieron mayor claridad acerca de los contenidos (71,9 %) y la profundidad con que debían estudiarlos (50,8 %) en contraste con FF (58,4 %, p = 0,0124 and 24,7 %, p < 0,0001, respectivamente). En OL, el 47 % empleó más de 4 horas semanales de estudio, mientras en FF fue el 68,2 % (p<0.0001). En ambos grupos, el recurso más importante empleado fue la clase grabada (90,8 % en OL y 83,1 % en FF). Para OL la prioridad en el uso de los recursos de estudio fueron 1) Videoclase grabada, 2) Aplicación en teléfono o tablet y 3) Aplicación en computador. Para FF el orden de prioridad fue 1) Videoclase grabada, 2) Atlas de Anatomía y 3) Diapositivas de clases. Durante la pandemia de COVID-19, los estudiantes que recibieron exclusivamente clases online planearon su tiempo de estudio de mejor manera que quienes tuvieron clases presenciales y emplearon menos tiempo de estudio. Además, fue posible determinar que los estudiantes prefieren recursos de información digital (Videoclase Grabada y aplicaciones para teléfono celular o computador) por sobre los recursos tradicionales tales como texto y atlas de anatomía. Se propone considerar estos resultados en el diseño de los programas de asignatura de Anatomía Humana, a impartir en modalidad online o presencial.

In jars: The integration of historical anatomical and pathological potted specimens in undergraduate education.

INTRODUCTION: Across the UK, many anatomy departments possess historical potted wet cadaveric specimen collections, such as organs preserved in fluid-filled jars. Although considered obsolete by some for anatomical education, there is immense potential for their utilisation in teaching, particularly in institutes that have limited access to cadavers or have had body donation rates impacted by the Covid-19 pandemic. Another benefit of historical potted cadaveric specimens is that severe pathology, often not seen today, can be observed by the student. MATERIAL AND METHODS: The aim of this study was to understand students' opinions and attitudes towards the use of historical anatomical and pathological potted wet specimen collections in undergraduate science teaching. Following their integration into the anatomy program of a Clinical Sciences degree, seventy-seven undergraduate students completed a five-point Likert questionnaire on their perspective for the integration of the historical potted specimens in anatomical education. This study was approved by the Research Ethics committee at the University of Bradford RESULTS: The study demonstrated that 90 % of students found the collection useful in teaching, 92 % would like to see the collection used more in teaching, and 76 % of students found that the collection encouraged them to consider medical ethics and the donor. CONCLUSIONS: In conclusion, the survey findings suggest that further utilisation of historical potted wet specimen collections would be useful in the teaching of anatomy and that these collections could potentially encourage conversations on post-mortem bodily integrity, ethics, and organ donation.

The gross anatomy course: SARS-CoV-2 pandemic-related effects on students' learning, interest in peer-teaching, and students' perception of its importance.

The COVID-19 pandemic required adjustments and limitations in university teaching, thereby challenging teaching concepts in anatomy requiring in-person contact, including the gross anatomy course. Therefore, the present study investigates the impact of COVID-19-associated adjustments on students' perception of the gross anatomy course's importance and quality, students' preferred learning setting and outcome, and their motivation to involve themselves in academic activities, including becoming a future peer-teacher of the course. Using paper-based questionnaires in Ulm, Germany, 397 (response rate: 82.3%) students of the winter term of 2020/2021 were surveyed using quantitative and qualitative items, which were compared with cohorts prior to the pandemic. Students reported a higher global rating on course quality during COVID-19 (pre-COVID-19: 5.3 ± 0.9, during-COVID-19: 5.6 ± 0.7, p < 0.001; 1 = very bad, 6 = very good). Students' perceived importance of the gross anatomy course showed a small but significant increase (pre-COVID-19: 4.2 ± 0.6, during-COVID-19: 4.3 ± 0.6, p < 0.001; 1 = strongly disagree, 6 = strongly agree). Students' motivation to apply as a peer-teacher remained stable, nevertheless, they reported less interest in transferring their knowledge to junior students. Finally, students reported that they spent significantly more learning time alone and their examination grades remained unchanged during the pandemic. Astonishingly, despite radical changes of the teaching environment due to COVID-19, students appreciate the offered teaching and highly valued the gross anatomy course.

The blacksmith approach: a strategy for teaching and learning in the medical anatomy course (a qualitative study).

BACKGROUND: Anatomy is a symbolic, essential core topic and one of the fundamental pillars of medical and paramedical knowledge. Nevertheless, few exploratory data analyses have focused on how students approach learning anatomy. This study examined how students perceive their learning experience during anatomy lessons and how to make a model which promotes their meaningful learning and professional identity. METHODS: Using purposive sampling with maximum variation, we conducted a qualitative content analysis at the Shiraz University of Medical Sciences in Iran (2020 to 2021). Twenty-four medical students and twelve faculty members of Iran's medical science universities were enrolled in the study. The data were collected through semi-structured interviews and analyzed according to the theme. RESULTS: A conceptual model emerged from the data analysis with the main theme called the blacksmith approach, which included Three sub-themes: (1) making a new forge (adequate preparation and mindful beginning), (2) heating the students' hearts (considering supporting systems that learners need) and (3) using Sledgehammer's approach (teaching anatomy by using more active methods and engaging all neuroanatomical regions) and (Using fun for enjoyable learning). All the concepts were related to each other. CONCLUSION: Medical students experience a challenging fundamental evolution into professional doctors. Educational systems focus primarily on teaching and learning, while students' transition can be facilitated by a three-step model called the Blacksmith Approach. It best serves as an educational framework for any pivotal, preclinical course capable of helping students acquire new roles and tackle challenges. Further research should be conducted to confirm how hard work leads to satisfying results with the opportunity to create enjoyable learning.

Promoting more future-ready anatomy education after the Covid-19 pandemic: A scoping review.

The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O'Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula.

Has pedagogy, technology, and Covid-19 killed the face-to-face lecture?

The lecture has been around for centuries and has featured as a popular and frequent component in higher education courses across many disciplines including anatomy. In more recent years, there has been a growing shift toward blended learning and related pedagogies that encourage active participation of students in both face-to-face and online learning environments. Unfortunately, in many cases, the lecture, which has typically focused on the transmission of information from educator to student has not been adapted to become a more learner-oriented approach with opportunities for students to actively interact and engage. As a result, the future of whether the lecture should continue has once again become a center of debate. The consequence of the Covid-19 pandemic and its aftermath have added to this with institutions now looking to stop all lectures or offer them in an online format only. This commentary argues that lecture-style components could still feature within face-to-face and online provision, but only if they are used sparingly within a blended curriculum, have a defined use that aligns well to learning outcomes, are assessed as the most effective method pedagogically, and importantly integrate approaches and activities that promote student engagement. Anatomy educators have demonstrated for years that they are able to be at the forefront of pedagogical change and evidenced during the pandemic their agile and innovative ability to adapt and do things differently. Therefore, the fate of the lecture, at least in anatomy, may well be in their hands.

Anatomy education beyond the Covid-19 pandemic: A changing pedagogy.

The coronavirus disease 2019 (Covid-19) pandemic has induced multifaceted changes in anatomical education. There has been a significant increase in the employment of digital technologies coupled with the upskilling of educators' capacity and altered attitudes toward the digitalization process. While challenges remain, learners have demonstrated capabilities to adapt to digital delivery, engagement and assessment. With alternative and innovative teaching and learning strategies having been trialed and implemented for almost two years, the key question now is what the pedagogy will be for anatomy education beyond the pandemic. Here we discuss some of the changes in anatomy education that have taken place as a result of the Covid-19 pandemic and importantly present some outlooks for evidence-based anatomy pedagogy as the world enters the post-pandemic phase and beyond. The authors conclude that the anatomy discipline is ready to further modernize and has the opportunity to use digital technologies to evolve and enhance anatomy education to ensure students are provided with the learning experience which will prepare them best for the future.

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.