Reconsidering laboratory‐based anatomy within the backdrop of digital transformation: Bringing an old practice into a new world

Lachman, Nirusha; Pawlina, Wojciech

doi:10.1002/ase.2182

Cited by 11 publications

(19 citation statements)

References 80 publications

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“…This shift in digitalization has inevitably been accelerated by the Covid‐19 pandemic (Harmon et al, 2021 ). The significant adjustments to education strategies including digital transformation seen during the pandemic have created an opportunity to reconsider anatomy laboratory classes (Lachman & Pawlina, 2022 ), and raised the question as to whether digital anatomy can provide technical and non‐technical skills teaching over the long term. Proficiency in surgical skills has already been influenced by digital technologies with augmented reality (AR) and virtual reality (VR) being introduced into surgical operations, approaches increasingly likely to be integrated into surgery in the future (Sparwasser et al, 2018 ).…”

Section: Future Outlooksmentioning

confidence: 99%

“…The delivery of nontraditional discipline‐independent skills (NTDIS) is seen as an important part of contemporary anatomy training (Evans et al, 2018 ; Evans & Pawlina, 2020 ). 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 ).…”

Section: Future Outlooksmentioning

confidence: 99%

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

Xiao

Evans

2022

Anatomical Sciences Ed

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The coronavirus disease 2019 (Covid‐19) pandemic has induced multifaceted changes in anatomical education. There has been a significant increase in the employment of digital technologies coupled with the upskilling of educators' capacity and altered attitudes toward the digitalization process. While challenges remain, learners have demonstrated capabilities to adapt to digital delivery, engagement and assessment. With alternative and innovative teaching and learning strategies having been trialed and implemented for almost two years, the key question now is what the pedagogy will be for anatomy education beyond the pandemic. Here we discuss some of the changes in anatomy education that have taken place as a result of the Covid‐19 pandemic and importantly present some outlooks for evidence‐based anatomy pedagogy as the world enters the post‐pandemic phase and beyond. The authors conclude that the anatomy discipline is ready to further modernize and has the opportunity to use digital technologies to evolve and enhance anatomy education to ensure students are provided with the learning experience which will prepare them best for the future.

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Section: Future Outlooksmentioning

confidence: 99%

Section: Future Outlooksmentioning

confidence: 99%

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

Xiao

Evans

2022

Anatomical Sciences Ed

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“…Educators shared their experiences, best practices, and recommendations regarding digital transformation of anatomy teaching (Cuschieri & Calleja Agius, 2020; Pather et al, 2020; Böckers et al, 2021; Thom et al, 2021); as well as discussed issues and concerns related to teaching faculty (Patra et al, 2020, 2021). Scientific reports were published from a number of different anatomy programs and disciplines (Darici et al 2021; Singal et al, 2021; Yoo et al, 2021; Al‐Alami et al, 2022; Mahdy & Sayed, 2022) with some authors exploring their vision how the post‐Covid anatomical sciences education might look like in the future (Jones, 2021; Ross et al, 2021; Lachman & Pawlina, 2022).…”

Section: Anatomical Education and The Covid‐19 Challengementioning

confidence: 99%

“…Despite challenge and disruption, some existing approaches have stood the test of time, at least up until now such as the lecture or for anatomy education, cadaveric dissection. However, dissection may undergo some adjustments in the future, especially for novice undergraduate anatomy students in order to maximize the students' experience and their knowledge gain from using the precious gift of the human body (Onigbinde et al, 2021; Lachman & Pawlina, 2022).…”

Section: Disruption In Education Is Not New But Requires a Responsementioning

confidence: 99%

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The future of anatomy education: Learning from Covid‐19 disruption

Evans

Pawlina²

2022

Anatomical Sciences Ed

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Evolving strategies in whirlwind mode: The changing face of anatomy education during Covid‐19 pandemic

Ghosh

2022

Anatomical Sciences Ed

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The Covid‐19 pandemic stipulated adoption of unfamiliar strategies for delivering anatomy education in online mode. The factors which determine education strategies are variable across geographical regions. It was perceived that an overview of education strategies around the globe would be useful for anatomists. Hence this narrative review was undertaken to collate observations from different geographical regions pertaining to education strategies adopted during the pandemic. Data relevant to the topic of study were extracted from 12 articles that were selected from an initial pool of 317 articles based on search criteria set for the review. Subtle differences in core education strategies implied that baseline response from anatomists was similar across regions. It was evident that online digital tools were key elements of education strategies adopted by educators for delivering online anatomy classes across the globe. Interestingly, a considerable gap in terms of number and variety of online tools used for anatomy education (those requiring commercial purchase) was noted between economically developed and developing regions. This may have an impact on learning outcome for students and may even lead to variations in anatomical knowledge by regions. It was observed that offline human dissection sessions were incorporated into online practical classes in one region as positive cases showed a declining trend. This positive development is worth emulating elsewhere based on cautious assessment of prevailing situation. From a broad perspective timely introduction of education strategies ensured delivery of anatomy education during the pandemic and gave an evolved outlook to the fabric of anatomy education.

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Reconsidering laboratory‐based anatomy within the backdrop of digital transformation: Bringing an old practice into a new world

Cited by 11 publications

References 80 publications

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

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

The future of anatomy education: Learning from Covid‐19 disruption

Evolving strategies in whirlwind mode: The changing face of anatomy education during Covid‐19 pandemic

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