COVID‐19 modifications to a first year medical human anatomy course: Effects on student performance on summative examinations

Abstract

The COVID‐19 (COVID) pandemic forced changes in how medical curricula are organized and delivered. In addition to disease mitigation strategies, other curricular modifications were required to maintain educational effectiveness and student and faculty safety. While these changes appear to be successful in their primary goal, their effect on learning and other important educational outcomes is less well understood. We describe changes to our anatomy course and describe their effects on summative examination scores. We compared anatomy examination scores from 4 years prior to COVID with scores from the 2 years following COVID mandated changes in an effort to determine the effectiveness of our course modifications. Examination scores for the first of four successive Blocks of instruction following the implementation of curricular changes demonstrated a lower mean score and greater range of scores than for the four pre‐COVID years. Pre‐COVID and post‐COVID scores for Blocks II, III, and IV were comparable. Our results indicate that our changes to the anatomy curriculum did not prevent a performance decline during the first Block of instruction only. However, students were able to successfully adapt to these changes during the remainder of the course. We discuss factors that may have accounted for the Block I performance decline and call attention to changes within the larger curriculum that may have affected student performance.

Social media as a learning tool in anatomy education from the perspective of medical and dental students

“…The pandemic disrupted face‐to‐face training and dissection courses all over the world, and remote training became necessary in many scientific fields (Tschernig et al, 2022). This also affected anatomy education and reduced the hours available for dissection, the basis of classical anatomy teaching (McNamara & Nolan, 2022). The disruption created an opportunity to try alternative and innovative learning approaches (Xiao & Evans, 2022).…”