Spotlight on the Shift to Remote Anatomical Teaching During Covid‐19 Pandemic: Perspectives and Experiences from the University of Malta

Abstract

Covid‐19 has spread globally, affecting all nations. Preventive measures were implemented by governments including the closure of universities. The aim of this study was to evaluate the student's perspectives and experiences on the shift to remote preclinical medical education while inquiring whether there has been any psychological impact on the students. A customized questionnaire utilizing Likert‐scale‐based questions and the Generalized Anxiety Disorder‐7 assessment tool was distributed online to enrolled preclinical medical students at the Faculty of Medicine and Surgery at the University of Malta. Quantitative and qualitative analyses of the data gathered was carried out. Multivariate logistic regression analyses was performed to establish independent variables associated with anxiety symptoms. A total of 172 responded out of a cohort of 299 preclinical students (58%). The majority perceived a positive learning experience following the shift to remote lectures, however, it was not the case for small group teaching including dissection sessions. Nonetheless students reported concerns about their education, examinations, progression to next academic year and wellbeing. Less than half the students exhibited symptoms of anxiety. Students exhibiting “moderate” worry (OR:7.6; CI 95%:1.98–29.31; P < 0.01) and “severe” worry (OR: 2.0; CI 95%: 5.0–80.5; P < 0.01) on their mental, emotional, and wellbeing due to Covid‐19 were associated with anxiety symptoms after adjusting for cofounders. Apart from the short‐term effects, the Covid‐19 pandemic may have a long‐term impact on both the medical education and the students' future careers. It is important that the implemented changes in medical education are recorded and studied since such data will be essential on how to proceed post‐Covid‐19 pandemic.

An Analysis of Anatomy Education Before and During Covid‐19: May–August 2020

“…Regardless of plans for laboratory experiences during Covid-19, there was a significant decrease in the use of cadavers and a significant increase in "other" teaching modalities across programs, anatomy courses, and institutions, likely due to stay-at-home orders. Decreased cadaver use during laboratory sessions corroborates earlier reports that demonstrated a decrease of in-person, cadaver-based instruction (Cuschieri and Calleja, 2020;Herr and Nelson, 2020;Longhurst et al, 2020;Naidoo et al, 2020;Pather et al, 2020).…”

“…Since March 2020, a small number of articles from both the national and international community have reported experiences and future opportunities for gross anatomy education due to Covid‐19 (Brassett et al, 2020; Cuschieri and Calleja, 2020; Herr and Nelson, 2020; Longhurst et al, 2020; Naidoo et al, 2020; Pather et al, 2020) as well as guidelines and information related to cadavers and Covid‐19 for body donation programs (Kramer et al, 2020). These articles provided informative examples, although they did not provide inferential statistics (Brassett et al, 2020; Longhurst et al, 2020; Pather et al, 2020; Naidoo et al, 2020) and were limited in their representation, with only 14 institutions from the United Kingdom and Republic of Ireland reported by Longhurst et al (2020), 10 institutions from Ireland, Scotland, England, and Germany described by Brassett et al (2020), 10 institutions from Australia and New Zealand reported by Pather et al (2020), and 1 institution from Malta, the United States, and the United Arab Emirates, characterized by Cuschieri and Calleja (2020), Herr and Nelson (2020), and Naidoo et al (2020), respectively. This literature demonstrates the global impact of the pandemic.…”

A Journey Like No Other: Anatomy 2020!

“…Body donation during Covid‐19 has been affected across the globe (Ravi, 2020; Singal et al, 2020) and this has led to shortages of cadavers where teaching is occurring in‐person and for advanced surgical training. The longer‐term impact of Covid‐19 on anatomy departments is not yet understood but it may have a negative influence on both medical education and the students' future careers for several years to come (Cuschieri and Calleja Agius, 2020; Franchi, 2020). As we evaluate the success and student performance in anatomy courses over the last year, most educators are surprised by the unexpected success of virtual anatomy education especially in traditional anatomy programs that usually teach with body donors.…”

“…These successes, mostly based on students' evaluations, may have inadvertently proven to medical school administrators that anatomy can be taught successfully without the presence of cadavers. For example, the shift to remote lectures was well received by the students at the University of Malta and they urged the university administration to make it the norm (Cuschieri and Calleja Agius, 2020). Anatomists have gone above and beyond in 2020 to ensure successful student learning so it is possible that the evaluation data may be reflective of an online experience that is not replicable under “normal” situations.…”

“…Past research on epidemics or other traumatic events indicate that such events can lead to increased levels of anxiety, depression, and sedentary time as well as a willingness to engage in social isolation (Cao et al, 2020; Huckins et al, 2020; Rajkumar, 2020). During Covid‐19 medical students in anatomy courses experienced increasing anxiety as pandemic gradually affected their physical, emotional, and mental well‐being (Chandratre, 2020; Cuschieri and Calleja Agius, 2020). The imposed social distancing regulations, lack of on‐campus learning, and absence of peer support systems may have contributed to negative effects on mental health that are represented by higher rates of depression, suicidal ideation, and stigmatization around depression (Chandratre, 2020).…”