“…The manikins are capable of replicating all the vital signs and features, allowing us to better present structures, functions, symptoms, and medical skills to learners [ 20 ]. Although technology-based simulations are the latest trend in anatomy education, the roles of low cost, low fidelity model as a teaching and learning assistant can not be overlooked [ 19 ]. Fig.…”
Section: Advanced Educational Technologies For Teaching Anatomymentioning
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.
“…The manikins are capable of replicating all the vital signs and features, allowing us to better present structures, functions, symptoms, and medical skills to learners [ 20 ]. Although technology-based simulations are the latest trend in anatomy education, the roles of low cost, low fidelity model as a teaching and learning assistant can not be overlooked [ 19 ]. Fig.…”
Section: Advanced Educational Technologies For Teaching Anatomymentioning
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.
“…There is evidence to show that reducing cognitive overload in multimedia and anatomical models can lead to effective learning ( Mayer and Moreno, 2003 ; Chan and Cheng, 2011 ; Mayer, 2020 ). Our anatomy department has also found the implementation of low-fidelity simulation anatomical models as an effective tool to aid the learning of complex structures such as the anatomy of the inguinal canal ( Hindmarch et al , 2020 ). As anatomy educators, we tend to remind ourselves that the objective is to develop effective and efficient doctors and not anatomists.…”
Teaching and learning of anatomy for medical students have been extensively studied. However, we believe that a 'gold-standard' of an anatomy teaching and learning model is difficult to establish as every educational institution faces unique. For the past ten years at the University of Notre Dame Australia, School of Medicine Sydney, the anatomy faculty has implemented evidence-based teaching strategies adopted from medical schools around the world and supported by timely student feedback to deliver cost-effective and sustainable anatomy learning. Student evaluations of this program have been positive and associated with improved summative anatomy results. This article describes ten principles pursued by our faculty, which we hope will help others in restructuring or enhancing their anatomy teaching and learning program.
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