Collaborative, Two-Directional Live Streaming to Deliver Hands-on Dissection Experience during the COVID-19 Lockdown

Johnson, Craig; Hyde, Lucy E.; Cornwall, Thomas; Ryan, Maeve; Zealley, Ed; Sparey, Kate; Paterson, Scott I.; Spear, Michelle

doi:10.1007/978-3-031-17135-2_6

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…We adapted with secure, two-way live streaming of our dissections, facilitated by ceiling-mounted cameras. 7 A reduced number of students from each dissection group (2-3 students per group, of a group of 7 students) entered the dissection room on a rota to continue to engage with the practical element of the course while respecting social distancing regulations. Those not scheduled to attend in person attended via a live-streamed Zoom call.…”

Section: Me Thodologymentioning

confidence: 99%

Of mice (dogs, horses, sheep) and men: A novel comparative anatomy dissection course in a United Kingdom university

Johnson,

Hyde,

Cornwall

et al. 2024

Anatomical Sciences Ed

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At the University of Bristol, we established a novel dissection course to complement our anatomy degree. Students enrolled in this undergraduate course are trained as comparative anatomists, with equal time given to both human and veterinary anatomy. Historically, students opted to dissect either human or veterinary donors as part of the course. To fully reflect the comparative nature of the degree, the dissection course was redesigned so students could dissect both human and veterinary specimens as part of the same course. This facilitated a wide‐ranging experience of anatomy, encouraging detailed knowledge of a multitude of species and allowing for multifaceted anatomy graduates to be ready for employment in a wide and competitive job market. Across three iterations of the amended version of the course, median marks ranged from 58.7% to 62.0%, with between 22 and 39 students enrolled. In comparison to the course prior to the introduction of the change, median marks ranged from 59.8% to 62.8%, with between 16 and 24 students enrolled. There was no significant difference between marks before or after the introduction of the concurrently comparative aspect. This paper describes the course, with learning materials and assessments considered, along with some reflection on its value. The course offers benefits to students by widening their perspective on anatomical knowledge and making them more equipped for the job market. It also broadens their understanding of form‐function relationships. However, student feedback implied that having the choice between human or veterinary dissection was preferable, and this may outweigh the perceived benefits of the course.

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Section: Me Thodologymentioning

confidence: 99%

Of mice (dogs, horses, sheep) and men: A novel comparative anatomy dissection course in a United Kingdom university

Johnson,

Hyde,

Cornwall

et al. 2024

Anatomical Sciences Ed

Self Cite

View full text Add to dashboard Cite

show abstract

“…Despite its largely devastating effects, the pandemic can be seen as a "catalyst of change" that also incited innovation, especially pertaining to (digital) education [40]. Novel technologies will continue to be introduced into medical education and ideally will facilitate the delivery of practical course content in online formats [41][42][43][44][45].…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study

Papan¹,

Schmitt²,

Becker³

2023

JMIR Med Educ

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Background The COVID-19 pandemic has imposed unprecedented hurdles on health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge of transferring knowledge remotely. Objective We sought to evaluate the effects of a web-based medical microbiology course on learning outcomes and student perceptions. Methods During the summer term of 2020, medical students at Saarland University, Germany, participated in a web-based medical microbiology course. Teaching content comprised clinical scenarios, theoretical knowledge, and instructive videos on microbiological techniques. Test performance, failure rate, and student evaluations, which included open-response items, for the web-based course were compared to those of the on-site course from the summer term of 2019. Results Student performance was comparable between both the online-only group and the on-site comparator for both the written exam (n=100 and n=131, respectively; average grade: mean 7.6, SD 1.7 vs mean 7.3, SD 1.8; P=.20) and the oral exam (n=86 and n=139, respectively; average grade: mean 33.6, SD 4.9 vs mean 33.4, SD 4.8; P=.78). Failure rate did not significantly differ between the online-only group and the comparator group (2/84, 2.4% vs 4/120, 3.3%). While lecturer expertise was rated similarly as high by students in both groups (mean 1.47, SD 0.62 vs mean 1.27, SD 0.55; P=.08), students who took the web-based course provided lower scores for interdisciplinarity (mean 1.7, SD 0.73 vs mean 2.53, SD 1.19; P<.001), opportunities for interaction (mean 1.46, SD 0.67 vs mean 2.91, SD 1.03; P<.001), and the extent to which the educational objectives were defined (mean 1.61, SD 0.76 vs mean 3.41, SD 0.95; P<.001). Main critiques formulated within the open-response items concerned organizational deficits. Conclusions Web-based courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to on-site courses. The lack of interaction and the sustainability of acquired manual skills warrant further research.

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Collaborative, Two-Directional Live Streaming to Deliver Hands-on Dissection Experience during the COVID-19 Lockdown

Cited by 2 publications

References 31 publications

Of mice (dogs, horses, sheep) and men: A novel comparative anatomy dissection course in a United Kingdom university

Of mice (dogs, horses, sheep) and men: A novel comparative anatomy dissection course in a United Kingdom university

Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study

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