Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid‐19 Pandemic

Abstract

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy. Anat Sci Educ 13: 298-308.

Model for Utilizing Distance Learning post COVID-19 using (PACT)™ A Cross Sectional Qualitative Study

“…Warning signs regarding clinical teachingin this study are in agreement with Longhurst et al 2020 (15) who expressed that 50% of participating universities highlighted Lack of practical sessions and labeled thist as a weakness point. Also in agreement with Papanna et al, 2013 (13) who emphasized the importance of the orientation classes to students fresh to clinics in helping them understand the bedside clinics better and the other barriers identi ed by the students' needs to be addressed by the management.…”

Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond

“…The academic leadership has been placed under tremendous pressure in terms of delivery, access, and assessment of courses; [ 1 – 4 , 11 – 17 ] while simultaneously preserving the principles of integrity, equity and inclusiveness, fairness, ethics, and safety [ 18 ]. The unprecedented use of online pedagogy as an emergency measure during COVID-19 period, with an adaptation to the “new normal” to deliver preclinical medical education, has brought both challenges and opportunities to medical education [ 16 , 19 – 22 ]. The main impediments to providing online learning include lack of reliable network infrastructure (hardware and software, network bandwidth) and compatible online platforms that work with existing learning management system (LMS) [ 1 , 2 , 4 , 13 – 16 ].…”

Ethical Responses to the Covid‐19 Pandemic: Implications for the Ethos and Practice of Anatomy as a Health Science Discipline

“…Inevitably, this move has had major implications for lectures and tutorials, but these have been dwarfed by those for laboratory‐based classes, that, in turn, are dwarfed by the character of the anatomy laboratory with its face‐to‐face body/dissection‐centered, learning pedagogies. The educational repercussions for staff and students have been very well documented in a number of recent articles by a range of anatomists and students (Evans et al, 2020; Franchi, 2020; Gupta and Pandey, 2020; Longhurst et al, 2020; Pather et al, 2020; Ravi, 2020; Singal et al, 2020). The radical revision of roles and expectations has led to a loss of hands‐on experiences and access to cadavers on account of the lack of access to traditional educational approaches, leading to a range of consequences for both students and staff.…”

“…In order to respond adequately to such a rapid and unexpected shift in teaching methodology, a number of critical elements have been identified for a smooth transition, including the need for community care, clear communications, and clarified expectations (Pather et al, 2020). The time constraints encountered in making the transition to alternative learning strategies have necessitated a high degree of dependence upon digitized cadaveric resources, YouTube videos, and three‐dimensional (3D) virtual resources (Longhurst et al, 2020; Pather et al, 2020). Even when external providers offer platforms, learning objects and online design help, it has been recognized that great care is required to ensure that what is being offered is pedagogically sound and of high quality and is relevant to the needs of the institution (Evans et al, 2020; Pather et al, 2020).…”