One year of anatomy teaching and learning in the outbreak: Has the Covid‐19 pandemic marked the end of a century‐old practice? A systematic review

Abstract

At the end of 2019, the Covid-19 pandemic spread caused restrictions in business and social spheres. Higher education was also severely affected: universities and medical schools moved online to distance learning and laboratory facilities closed. Questions arise about the long-term effects of this pandemic on anatomical education. In this systematic review, the authors investigated whether or not anatomical educators were able to deliver anatomical knowledge during this pandemic. They also discuss the challenges that anatomical education has faced over the last year. The search strategy was conducted between July 2020 and July 2021. Two hundred and one records were identified, and a total of 79 studies were finally included. How best to deliver anatomy to students remains a moot point. In the last years, the advent of new technologies has raised the question of the possible overcoming of dissection as the main instrument in anatomical education. The Covid-19 pandemic further sharpened the debate. Remote learning enhanced the use of technologies other than cadaveric dissection to teach anatomy. Moreover, from the analyzed records it appears that both from students' perspective as well as teachers' there is a clear tear between those who endorse dissection and those who believe it could be easily overcome or at least integrated by virtual reality and online learning. The authors strongly believe that the best anatomy teaching practice requires the careful adaptation of resources and methods. Nevertheless, they support cadaveric dissection and hope that it will not be replaced entirely as a result of this pandemic.

Perspectives of online anatomy teachers: A neglected study population struggles with the invisible student

“…These accounts document emergency remote teaching (Hodges et al, 2020) rather than pre-planned implementation, and few studies have been able to examine the early outcomes (Thom et. al, 2021;Yoo et al, 2021;Papa et al, 2022). There are few descriptions in the literature of planned, fully online anatomy courses.…”

“…Gross anatomy is a pillar of human health sciences education (Rizzolo, 2002; Drake et al, 2009; Sugand et al, 2010; Standring, 2016; Ross et al, 2021); therefore, it is essential that its offering in an online distance format be implemented carefully and strategically using evidence‐based practices. In 2020, gross anatomy educators began to publish reports about the development of online courses in response to the Covid‐19 pandemic (Cuschieri & Calleja Agius, 2020; Naidoo et al, 2020) as well as the impact of Covid‐19 on anatomy teaching (Papa et al, 2022). These accounts document emergency remote teaching (Hodges et al, 2020) rather than pre‐planned implementation, and few studies have been able to examine the early outcomes (Thom et.…”

Life Satisfaction and Perceived Stress versus Health Promoting Behavior among Medical Students during the COVID-19 Pandemic

“…In this period, classes were held in a hybrid manner; some classes were online and some stationary, which could also be one of the causes of stress. Students did not have the time and opportunity to establish new relationships and integrate, which usually takes place in the first months of the first year of studies [ 33 ].…”

Cadaveric and Ultrasound Validation of Percutaneous Electrolysis Approaches at the Arcade of Frohse: A Potential Treatment for Radial Tunnel Syndrome

“…Cadaveric studies permit the identification of therapeutic interventions with potential risk for neurovascular tissues that other methods do not permit [ 15 ]. This study found that needling insertion of the supinator muscle at Frohse arcade with both approaches provided enough space to avoid penetration of the neurovascular bundle, particularly if the procedure was US-guided.…”