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

The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing any 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 is to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveals 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

Bioscience Laboratory: Online and Face-to-Face Laboratory Experiences in Requisite Biosciences for Nursing At a Community College

The purpose of this study was to analyze student perceptions of the online and face-to-face bioscience laboratory experiences in Anatomy and Physiology and Microbiology. The study took place at a community college in a rural geographic area and data were collected from associate degree seeking first and second year nursing students via a survey questionnaire and student focus groups in addition to archival enrollment and graduate data. The research study was guided by the following questions: What are nursing student perceptions concerning the impact of Anatomy and Physiology and Microbiology bioscience laboratory experiences on the transfer of knowledge to nursing education? What are nursing student perceptions of the impact of the Anatomy and Physiology and Microbiology laboratory on the transfer of knowledge to future nursing courses? What are nursing student perceptions of the impact of the Anatomy and Physiology and Microbiology laboratory on the transfer of knowledge to future nursing practicum experiences? Archival data was used to determine if there was any correlation between Anatomy and Physiology and/or Microbiology laboratory experiences and nursing student graduation success from the nursing program. Analysis of the data supported the conclusion that nursing students perceive that they transfer knowledge to their nursing education, courses and practice when in face-to-face bioscience laboratory sections. Although the numbers were low, findings suggested these students have a higher graduation rate.;Keywords: bioscience, face-to-face laboratory, knowledge transfer, nursing education, online laboratory, student perceptions

Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course Versus Online Course.

Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students’ grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields. The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses. Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses. This study will allow information to be concluded about the relationship between the students’ final grades and class type, face-to-face or online, and instructor. Administrators, faculty and students can use this information to understand what needs to be done to successfully teach and enroll in biology courses, face-to-face or online

Online Anatomy Education in the COVID-19 Pandemic:Challenges and Suggested Practices as Per Student and Faculty Experiences in the Saudi Arabia and United Arab Emirates

Anatomy was studied through e-learning as a social distancing measure to prevent the spread of COVID-19. This study explored anatomy educators' and learners' experiences with online learning in two Middle Eastern countries in terms of instruction, engagement and assessment. The study employed a cross-sectional, mixed-methods approach using a validated questionnaire to collect data from students in 14 medical schools in Saudi Arabia and the United Arab Emirates on their experience with online teaching, engagement strategies and assessment in anatomy courses. The Delphi technique was used to explore faculty challenges and recommended solutions. Six hundred and sixty-six students completed the questionnaire. Less than half (41.74%) reported that their interaction with the instructor was easier and more comfortable than during face-to-face lectures. In addition, less than a quarter (21.32%) believed it was better to adopt online rather than face-to-face anatomy instruction. Faculty members described challenges and provided suggestions to enhance online teaching, including faculty and staff development, technical support, appropriate software to increase student engagement and curriculum development to suit the new normal. They also suggested improving assessment design and construction as well as adopting measures to eliminate cheating, train faculty and staff and properly select software. In conclusion, the student and faculty experiences with e-learning in anatomy were generally positive. Both faculty and staff identified many challenges with an emphasis on the loss of face-to-face teaching. Accordingly, faculty development, technical support, appropriate software to enhance student engagement and reformed curricula to suit online teaching are needed in online anatomy education.</p

Impact of COVID-19 Pandemic on students learning Anatomy-View Point

The effect of Covid-19 pandemic on medical education is long lasting. Stakeholders played significant role in implementing the new ways in medical education. In universities mode of learning have been shifted from traditional face to face learning to online methods. The pre-clinical education is the backbone of medical carrier and knowledge of anatomy is essential for understanding the clinical subjects. Online teaching with innovative teaching strategies has now become an alternative source for students learning human anatomy. These changes will impact the future of anatomy education. After the pandemic over teaching and learning anatomy will be accomplished by use of both modern multimedia resources and conventional approach. During pandemic the mentorship may play key role in alleviating the academic stress and psychological issues in students

The Anatomy Act of 1832: The Story of Bodysnatching, Dissections, and the Rise of Anatomy

The Anatomy Act of 1832, a story of bodysnatching and dissections, changed the face of anatomy in 19th century Britain with its somewhat violent beginnings, controversial creation, and important ramifications towards medicine and society

Remote Practical Anatomy Classes New Challenges and Directions for Tutors

Human Anatomy tutors had to adapt to Covid-19 reality by restructuring their methods by teaching in spring – autumn in 2020 at the Department of Morphology. The aims of this study were to identify and understand the variety of solutions being utilized by tutors and to clarify new challenges and directions. The open-ended interviews were used to collect data from 15 Anatomy tutors. Thematic analysis, used to analyze the qualitative data, emphasized the tutors’ perceptions of remote practical anatomy classes’ efficiency. Tutors developed their action plans for online teaching and highlighted the preparation of new materials, adoption of new technologies and skills. Based on the results of the transition from face-to-face to online anatomy teaching, there were detected five thematic items that were related to tutors’challenges. It was concluded that challenges that need to become a priority for tutors in online education concern mainly the special training courses, design of new models, video and/or online lectures, demonstration labs, practical classes, collegial contacts, technicians, IT-staff and colleagues support, consultation hours and communication. Future directions for tutors must be effective not only for increasing the quality of the Human Anatomy study process but also for the evolution of anatomy education.publishersversionPeer reviewe