Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid‐19 Pandemic

Abstract

This article explores the effects of the coronavirus disease 2019 (Covid‐19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid‐19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.

The Effect of Distance Education Conducted during the COVID-19 Pandemic Period on the Psychomotor Skill Development of a Dental School Students

“…In this period, the main challenge has been to shift the teaching environment to online mode. Such a transition has become inevitable for medical education programs worldwide, and necessary measures have to be quick [ 24 ].…”

Anatomy education beyond the Covid‐19 pandemic: A changing pedagogy

“…As well as enhancing and providing a new approach for the delivery of existing provisions, this also creates an opportunity for anatomists to develop new courses and offerings via collaborative efforts that overcome previous technical variations, ethical constraints, and geographical barriers. Digital technologies create a new dimension for anatomy teaching with the ability to offer anatomical learning to new audiences or those who have previously not had access to effective anatomical materials (Baptiste, 2021 ). In light of the disruptions caused by the Covid‐19 pandemic, digital anatomy resources have the ability to increase the accessibility of the future anatomy laboratory.…”

“…Although NTDIS have also been traditionally incorporated into the physical laboratory environment there is an opportunity for educators to use digital platforms to provide more varied and advanced experiences that develop these skills (Lachman & Pawlina, 2022 ). With all this in mind, the prevailing ecosystem of the future anatomy laboratory is likely to incorporate both physical and digital bodies (Baptiste, 2021 ).…”

Lacunae regarding dearth of dissection-based teaching during COVID-19 pandemic: how to cope with it?

“…The primary challenge for anatomists has been to shift the teaching medium from physical to online mode. Such a transition became inevitable for medical schools around the world and necessary measures had to be undertaken within a short notice [3]. Within the realm of anatomical science, the main concern area was the exercise of human dissection.…”