Using Electronic Tools and Resources to Meet the Challenges of Anatomy Education in Sub‐Saharan Africa

Abstract

Anatomy education forms the foundation of a successful medical education. This has necessitated the development of innovative ideas to meet up with current realities. Despite these innovative ideas, there are challenges facing anatomy education, especially in sub‐Saharan Africa. Problems such as inadequate teaching experts and outdated curricula have made anatomy education in sub‐Saharan Africa uninviting and disinteresting. Several interventions have been suggested, such as the procurement of teaching tools and upgrading of teaching infrastructure. However, in this age of information technology; anatomy education, especially in sub‐Saharan Africa could benefit from the integration of electronic tools and resources. This article explores the electronic tools and resources such as three‐dimensional printing, educational games, and short videos that are readily available for the teaching of anatomy in sub‐Saharan Africa. The author concludes by discussing how these electronic tools and resources can be used to address many of the challenges facing anatomy education in sub‐Saharan Africa.

Going Virtual to Support Anatomy Education: A STOPGAP in the Midst of the Covid‐19 Pandemic

“…Such flexibility of learning allows some students to adapt their learning around other requirements including those that are financial (e.g., needing to work to support their study) or social (e.g., needing to act as a career). The question of equality of learning through online however must also be cognizant of the access to good Internet connectivity (Gbolahan Balogun, 2019) and availability of computer hardware. Appropriate bandwidth is required so students can optimally engage with the learning resources made available, which for anatomy can be extensively data heavy.…”

Clinicians' opinions on the clinical relevance of anatomy education at Stellenbosch University

“…The allocation of staff was also discussed by the participants, noting that students engaged better with more when in smaller groups, such as during their rotations. However, this is challenged by the increase in class sizes seen in medical schools, financial constraints, and fewer suitably qualified anatomy educators (Gbolahan Balogun, 2019).…”

“…Medical institutions located in sub‐Saharan Africa are presented with challenges which are not as prevalent in developed countries (Gbolahan Balogun, 2019). These challenges unfavorable staff to student ratios, difficulty recruiting expert teaching staff, unstable power supplies, and adequate access to computers to conduct computer‐assisted learning (Kramer et al, 2008; Shead et al, 2018; Gbolahan Balogun, 2019). It is therefore necessary to assess the anatomical pedagogies utilized within the context of developing countries.…”

Gamification in E-Learning and Sustainability: A Theoretical Framework

“…It also reflects the student's cognitive knowledge and socioemotional profile besides how unique psychological attributes relate to the environment and the pedagogical framework. Still, it allows considering that each student has different needs that must be acknowledged [12,27,54,75,105,[119][120][121]123,124].…”

“…On the other hand, some researchers believe that gamification should be used as a complementary practice despite being a valuable teaching and learning strategy and not replace the current educational methods [13,[49][50][51][52]. Moreover, scholars point out that gamification depends on the context and, even more, on users [3,10,[53][54][55][56].…”