Adverse Impact of Covid‐19 on Anatomical Sciences Teachers of India and Proposed Ways to Handle This Predicament

Patra, Apurba; Chaudhary, Priti; Ravi, Kumar Satish

doi:10.1002/ase.2052

Cited by 25 publications

(41 citation statements)

References 22 publications

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“…Using visual and auditory aids in teaching increases the level of understanding and enhances information processing and memory recall (Shabiralyani et al, 2015). It is worth mentioning that the rapid transition from traditional teaching to online learning, due to the Covid‐19 crisis in developing countries, occurred without planning or training and did not allow teachers to develop new resources (Parkes & Barrs, 2021; Patra et al, 2021a). Therefore, it is recommended to apply a hybrid model in teaching the anatomy curriculum in which traditional laboratory dissection is combined with remote learning (Shahrvini et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Mahdy

Sayed

2022

Anatomical Sciences Ed

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The sudden shift of veterinary anatomy teaching from traditional to online mode during the Covid‐19 pandemic lockdown was a major challenge used for the first time in Egyptian veterinary medical schools. This study aimed to evaluate students’ perspectives regarding the shift of veterinary anatomy teaching to online mode during the lockdown in Egypt. A total of 502 students from all veterinary medical schools in Egypt (n = 17) answered the questionnaire. The results revealed that nearly two‐thirds of students felt enthusiastic about studying anatomy online during the pandemic. Moreover, approximately 63% of students were satisfied with the provided learning materials, 66% were able to understand anatomy using the online learning system during the lockdown period, 67% were comfortable with technological skills during their online study, and 47% believed that online learning of anatomy could replace face‐to‐face teaching. Therefore, despite the problems associated with the emergency switch to remote teaching, it appears to be a suitable alternative in teaching veterinary anatomy in Egyptian universities during this pandemic crisis in Egyptian universities. Moreover, the study provided several measurements to overcome the common problems associated with this challenging method for future application, such as providing three‐dimensional (3D) virtual tools and electronic devices with either free or low‐priced internet packages, and measuring students’ understanding before and after each lecture. This is the first study to solicit the early students’ feedback regarding the emergency shift to online veterinary anatomy teaching which might help decision‐makers in Egypt for future implementation of online learning of veterinary anatomy.

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Section: Discussionmentioning

confidence: 99%

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Mahdy

Sayed

2022

Anatomical Sciences Ed

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“…The literature in this area has largely focused on what resources and strategies were implemented to deliver anatomy lectures and practical sessions, due to the lockdown and cessation of face-to-face teaching (Brassett et al, 2020, Evans et al, 2020Gupta and Pandey, 2020;Herr andNelson, 2020, Longhurst et al, 2020;Naidoo et al, 2020;Tucker and Anderson, 2020;Pather et al, 2020;Cheng et al, 2021, Flynn et al, 2021Harmon et al, 2021. However, there is limited literature describing anatomist's opinions on the changes and how their working life has been impacted (Pather et al 2020;Cheng et al, 2021;Patra et al 2021). The following discussion is divided into three parts which reflects the three discrete sections of the distributed survey: teaching, assessment and working environment.…”

Section: Discussionmentioning

confidence: 99%

“…Two papers have provided qualitative descriptions of the issues faced by academic staff. Patra et al (2021) described staff concerns in an Indian University regarding the mental toll on staff, pay cuts and the fact that the switch to online learning disproportionately affected senior staff. A thematic analysis on the effect of the disruption to education in Australia and New Zealand focusing on the initial responses in March 2020 highlighted similar issues with regards to workload, job security and university budget deficits.…”

Section: Teacher's Perception Of Pandemic Pedagogymentioning

confidence: 99%

Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland

et al. 2021

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It is critical that academic opinion of pandemic pedagogy is comprehensively quantified in order to inform future practices. Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID‐19, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face‐to‐face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student–student (66.7%) and student–tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic‐induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.

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“…Anatomy teaching or Anatomy education that merely started with blackboard method has evolved through overhead projector, PowerPoint presentation, 3D models, virtual dissector and now online remote learning using 3D virtual dissection. Human Anatomy as a subject lays the foundation of medicine, understanding the complexities of a human body is prerequisite in becoming a competent clinician and the onus is on the Anatomy teachers to do the job [ 34 ]. Modern teachers not only teach their students but also facilitate the learning process among them using various innovative technologies.…”

Section: Introductionmentioning

confidence: 99%

Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education

et al. 2022

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COVID-19 pandemic has created a lot of turmoil in medical teaching, the magnitude of impact is many folds in the subject of anatomy, as it is practical based. A major challenge for anatomy teachers is to replicate the experience of practical exposures. These exposures range from cadaveric dissection to demonstration of bones, museum specimens, and histology slides, where they will have interactive communication with students, and thus help in the enhancement of communication and clinical skills among them. In recent days, anatomy teachers throughout the globe started using various advanced technology to make the teaching–learning session more interesting. In pre-pandemic era, usage of such advancements in information and communication technology was a ‘choice’. But pandemic has changed the situation drastically, what was a ‘choice’ earlier is now an ‘obligation.’ Presently although infection rate is low, vaccination rate is high, most of the medical schools re-opened for usual offline teaching, still body donation is all time low making the situation ‘back to square one’. Keeping such unprecedented situations in mind, we need to incorporate various innovative educational technologies in day-to-day teaching–learning methodologies.

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Adverse Impact of Covid‐19 on Anatomical Sciences Teachers of India and Proposed Ways to Handle This Predicament

Cited by 25 publications

References 22 publications

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Evaluation of the online learning of veterinary anatomy education during the Covid‐19 pandemic lockdown in Egypt: Students' perceptions

Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland

Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education

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