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How Virtual Animal Anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic.
Martin, Jason F; Arnold, Olivia R; Linton, Andrea; Jones, Jay D; Garrett, Andrew C; Mango, Damon W; Juarez, Katie A; Gloeckner, Gene; Magee, Christianne.
  • Martin JF; Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
  • Arnold OR; Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
  • Linton A; Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
  • Jones JD; Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
  • Garrett AC; Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
  • Mango DW; Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
  • Juarez KA; Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
  • Gloeckner G; Department of Biomedical Sciences, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
  • Magee C; Virtual Veterinary Educational Tools, College of Veterinary Medicine and Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.
Anat Histol Embryol ; 2022 Mar 03.
Article in English | MEDLINE | ID: covidwho-1731071
ABSTRACT
Anatomy faculty with cadaver-based laboratory courses were presented with a significant challenge in March 2020 to create equivalent learning experiences without cadaveric access. The undergraduate domestic animal anatomy course at the Colorado State University was halfway into a 16-week semester when COVID-19 lockdown orders and the transition to remote instruction began. The new course curriculum was critically evaluated using student surveys and course outcome data. Most students (92.5%) agreed that the transition to online learning was a success; however, students who valued face-to-face lectures prior to March were less likely to perceive the transition as a success. Qualitative and quantitative analyses of survey results suggest that the resources perceived as most helpful for the transition to online learning were not the same as those that helped facilitate animal anatomy learning. Most students (92.5%) agreed that the Virtual Animal Anatomy (VAA) helped them learn anatomy, and 82.2% indicated that the VAA was a valuable resource following the transition to online learning. Additional resources associated with transition success included course instructors, weekly quizzes, written descriptions of anatomical structures and open laboratory sessions. In contrast, those resources associated with facilitating learning included guided quizzes and asynchronous lecture recordings. These findings suggest that the VAA can support online anatomy learning when used in conjunction with other best practices for online teaching.
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Full text: Available Collection: International databases Database: MEDLINE Type of study: Clinical Practice Guide / Qualitative research Language: English Year: 2022 Document Type: Article Affiliation country: Ahe.12799

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Full text: Available Collection: International databases Database: MEDLINE Type of study: Clinical Practice Guide / Qualitative research Language: English Year: 2022 Document Type: Article Affiliation country: Ahe.12799