Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19

Stunden, Chelsea; Zakani, Sima; Martin, A. Garcia; Moodley, Shreya; Jacob, John

doi:10.2196/30533

Cited by 9 publications

(11 citation statements)

References 42 publications

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“…Alongside the use of multimodal physical tools (e.g., anatomy models, 3D‐printed models, and cadavers), digital resources were utilized to improve the accessibility of online learning. These digital resources included software, massive open online courses or MOOCs, anatomical images, digital histology slides, YouTube and other online videos, virtual and augmented reality simulations, digitized live‐streamed cadaveric dissections, virtual laboratory workspaces, virtual worksheets, and mobile applications (Srinivasan, 2020; Bernigau et al, 2021; Böckers et al, 2021; Chan et al, 2021; Griepp et al, 2021; Harmon et al, 2021; John et al, 2021; McWatt, 2021; Owolabi & Bekele, 2021; Saverino & Zarcone, 2021; Stunden et al, 2021; Tucker & Anderson, 2021; Chiuta et al, 2020; Iqbal et al, 2022; Nakai et al, 2022). Moreover, blended learning approaches included a “flipped” virtual classroom model that combined synchronous and asynchronous education to encourage students' active, self‐directed learning (McWatt, 2021; Yoo et al, 2021; Harmon et al, 2021; Iqbal et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

“…Note : Numbers in superscripts represent the cited resources: 1 Alsharif et al (2020); 2 Cuschieri and Calleja Agius (2020); 3 Evans et al (2020); 4 Franchi (2020); 5 Longhurst et al (2020); 6 Pacheco et al (2020); 7 Pather et al (2020); 8 Srinivasan (2020); 9 Albalushi et al (2021); 10 Banovac et al (2021); 11 Baptiste (2021); 12 Bernigau et al (2021); 13 Border et al (2021); 14 Böckers et al (2021); 15 Chan et al (2021); 16 Cheng et al (2021); 17 Choudhary (2021); 18 Cortese and Frascio (2021); 19 Chytas et al (2021); 20 De Carvalho Filho et al (2021); 21 Dulohery et al (2021); 22 Evans and Pawlina (2021); 23 Flynn et al (2021); 24 Griepp et al (2021); 25 Harrell et al (2021); 26 Harmon et al (2021); 27 Iqbal et al (2022); 28 Iwanaga et al (2021); 29 Iwanaga et al (2021); 30 John et al (2021); 31 Kurtulmus‐Yilmaz and Önöral (2022); 32 Mahdy and Sayed (2021); 33 McWatt (2021); 34 Naidoo et al (2021); 35 Natsis et al (2021); 36 Ortadeveci et al (2021); 37 Owolabi and Bekele (2021); 38 Patra et al (2021); 39 Patra et al (2021); 40 Sadeesh et al (2021); 41 Saini et al (2021); 42 Saverino and Zarcone (2021); 43 Şenol et al (2021); 44 Singal et al (2021); 45 Sotgiu et al (2021); 46 Srivastava et al (2021); 47 Stunden et al (2021); 48 Tg Muda et al (2021); 49 Thom et al (2021); 50 Totlis et al (2021); 51 Tucker and Anderson (2021); 52 Vidya et al (2021); 53 Yan et al (2021); 54 Yoo et al (…”

Section: Resultsmentioning

confidence: 99%

“…Theme 5: The effects of online learning and assessment . These online instruction materials achieved comparable learning performance to face-to-face anatomy classes (Saverino & Zarcone, 2021;Stunden et al, 2021;Thom et al, 2021).…”

Section: Theme 3: Online Assessmentmentioning

confidence: 95%

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Promoting more future‐ready anatomy education after the Covid‐19 pandemic: A scoping review

Gasmalla

Mossa

Taha

et al. 2022

Anatomical Sciences Ed

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The coronavirus disease 2019 (Covid‐19) pandemic caused an abrupt transition from face‐to‐face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid‐19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid‐19 using an enhanced version of Arksey and O′Malley's six‐stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non‐future‐ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA‐ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid‐19 pandemic will help anatomists design future‐ready, adaptable curricula.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Promoting more future‐ready anatomy education after the Covid‐19 pandemic: A scoping review

Gasmalla

Mossa

Taha

et al. 2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…In the context of medical education, future research should investigate challenges in improving e-learning infrastructure [ 36 ] and possibilities for continuous self-assessments or virtual reality-based e-assessment applications [ 9 , 37 ], ideally through cooperation between interdisciplinary academic teams and students.…”

Section: Discussionmentioning

confidence: 99%

Considering medical students’ perception, concerns and needs for e-exam during COVID-19: a promising approach to improve subject specific e-exams

Ziehfreund

Reifenrath

Wijnen-Meijer

et al. 2022

Medical Education Online

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The COVID-19 pandemic forced a rapid shift to digital strategies including e-exams in medical schools. However, there are significant concerns, predominately from student perspectives, and further data is required to successfully establish e-assessment in the medical curricula. The objective of the study was to examine medical students’ perceptions, concerns, and needs regarding e-assessment to establish a comprehensive e-exam based on these and previous findings and to evaluate its effectiveness in terms of examinee perceptions and further needs. During the 2021 summer term, a cross-sectional study using qualitative and quantitative methods was conducted among all 1077 students at the School of Medicine, Technical University of Munich. They were asked to provide information regarding their characteristics, preferred exam format, e-assessment perception, concerns, and needs in an online questionnaire. Based on these findings, a pilot e-exam including an e-exam preparation for the students were established and subsequently evaluated among 125 pilot e-exam examinees under study consideration via an online-questionnaire. Of the 317 pre-exam participants (73.2% female), 70.3% preferred in-person exams and showed concerns about the technological framework, privacy, and examination requirements. Qualitative analysis showed that these concerns lead to additional exam stress and fear of failure. The 34 (79.4% female) participants who participated in the evaluation survey showed a significantly more positive e-exam perception. The fairness of the platform, the independence from an internet connection, the organization including the e-exam preparation, and the consideration of participant needs were discussed as particularly positive in the open-ended comments. In both surveys, participants requested uniform platforms and processes for all subjects. This study provides evidence for a positive, complementary role of student participation in a successful e-exam implementation. Furthermore, when establishing an e-exam format in the medical curricula, e-exam training, equal accessibility, availability offline, and all-round fairness should be considered.

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“…Many medical universities have reduced the acceptance of bodies during outbreaks because the donor might have been infected with COVID-19, and it was not feasible to test the cadavers [ 1 , 2 ]. To avoid the risk of infection between students and teachers, most lectures and classes have been delivered online [ 19 , 20 ]. Therefore, high-quality anatomical models are necessary for remote teaching [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

Digital science platform: an interactive web application and database of osteological material for anatomy education

et al. 2022

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Background To meet the remote-learning constraints imposed due to the COVID-19 pandemic, the Digital Science Platform was developed. Human anatomy courses require practical classes that involve working on prepared specimens, although access to such specimens has been restricted. Therefore, the aim was to prepare appropriate-quality, scanned 3D model databases of human bone specimens and an interactive web application for universal access to educational materials. Main body The database is located on the pcn.cnt.edu.pl website and contains 412 three-dimensional osteological models created via a structured light scanner, tomography and microtomography. The webservice contains a search engine and enables interactive visualization of the models. The database can be accessed, without restrictions, by any student or researcher wishing to use the models for noncommercial purposes. The stored models can be visualized with the open-source VisNow platform, which is also available to download from the webservice. The MariaDB backend database was deployed, and an Apache server with a personal home page (PHP) frontend was used. Conclusion The models in the database are unique due to the specific digitalization process and skeleton specimen origin. Further development of the Digital Science Platform is foreseen in the near future to digitize other valuable materials.

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Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19

Cited by 9 publications

References 42 publications

Promoting more future‐ready anatomy education after the Covid‐19 pandemic: A scoping review

Promoting more future‐ready anatomy education after the Covid‐19 pandemic: A scoping review

Considering medical students’ perception, concerns and needs for e-exam during COVID-19: a promising approach to improve subject specific e-exams

Digital science platform: an interactive web application and database of osteological material for anatomy education

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