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

Focal Spot, Winter 1983

https://digitalcommons.wustl.edu/focal_spot_archives/1033/thumbnail.jp

Quo vadimus? The 21st Century and multimedia

The concept is related of computer driven multimedia to the NASA Scientific and Technical Information Program (STIP). Multimedia is defined here as computer integration and output of text, animation, audio, video, and graphics. Multimedia is the stage of computer based information that allows access to experience. The concepts are also drawn in of hypermedia, intermedia, interactive multimedia, hypertext, imaging, cyberspace, and virtual reality. Examples of these technology developments are given for NASA, private industry, and academia. Examples of concurrent technology developments and implementations are given to show how these technologies, along with multimedia, have put us at the threshold of the 21st century. The STI Program sees multimedia as an opportunity for revolutionizing the way STI is managed

Do digital technologies enhance anatomical education?

Anatomy has been taught by traditional methods for centuries. However, there has been an explosion of a variety of digital training resources for anatomical education. There is also a requirement from regulatory bodies to embrace digital technologies in teaching, yet no formal analysis has been undertaken as to the effectiveness of these products and tools. A comprehensive electronic database search was performed to identify the use, and effectiveness or otherwise, of digital technologies in anatomy, medicine, surgery, dentistry and the allied health professions. The data was pooled, analysed and we identified 164 articles. We identified two groups – those that did, and those that did not, have empirical data for analysis of the effectiveness of digital technologies in anatomical education. We identified three categories within this –pro, neutral and against the use of digital technologies. For the pro category, there were 35 (21.3%) empirically tested articles, and 91 (55.5%) non-empirically tested articles identified. In the neutral category, there were 19 (11.6%) empirically tested articles, and 16 (9.8%) non-empirically tested articles. Only 3 articles were against the use of digital technologies, and were in the empirically tested category. The majority of literature related to digital technologies in anatomical education is supportive of its use. However, most of the literature is not supported with empirical data related to the use of digital technologies in anatomy specific education within the health and related disciplines. Further studies need to be conducted as to the effectiveness of technology in medical/healthcare related education

Do digital technologies enhance anatomical education?

Anatomy has been taught by traditional methods for centuries. However, there has been an explosion of a variety of digital training resources for anatomical education. There is also a requirement from regulatory bodies to embrace digital technologies in teaching, yet no formal analysis has been undertaken as to the effectiveness of these products and tools. A comprehensive electronic database search was performed to identify the use, and effectiveness or otherwise, of digital technologies in anatomy, medicine, surgery, dentistry and the allied health professions. The data was pooled, analysed and we identified 164 articles. We identified two groups – those that did, and those that did not, have empirical data for analysis of the effectiveness of digital technologies in anatomical education. We identified three categories within this –pro, neutral and against the use of digital technologies. For the pro category, there were 35 (21.3%) empirically tested articles, and 91 (55.5%) non-empirically tested articles identified. In the neutral category, there were 19 (11.6%) empirically tested articles, and 16 (9.8%) non-empirically tested articles. Only 3 articles were against the use of digital technologies, and were in the empirically tested category. The majority of literature related to digital technologies in anatomical education is supportive of its use. However, most of the literature is not supported with empirical data related to the use of digital technologies in anatomy specific education within the health and related disciplines. Further studies need to be conducted as to the effectiveness of technology in medical/healthcare related education

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Roots Reloaded. Culture, Identity and Social Development in the Digital Age

This edited volume is designed to explore different perspectives of culture, identity and social development using the impact of the digital age as a common thread, aiming at interdisciplinary audiences. Cases of communities and individuals using new technology as a tool to preserve and explore their cultural heritage alongside new media as a source for social orientation ranging from language acquisition to health-related issues will be covered. Therefore, aspects such as Art and Cultural Studies, Media and Communication, Behavioral Science, Psychology, Philosophy and innovative approaches used by creative individuals are included. From the Aboriginal tribes of Australia, to the Maoris of New Zealand, to the mystical teachings of Sufi brotherhoods, the significance of the oral and written traditions and their current relation to online activities shall be discussed in the opening article. The book continues with a closer look at obesity awareness support groups and their impact on social media, Facebook usage in language learning context, smartphone addiction and internet dependency, as well as online media reporting of controversial ethical issues. The Digital progress has already left its dominating mark as the world entered the 21st century. Without a doubt, as technology continues its ascent, society will be faced with new and altering values in an effort to catch-up with this extraordinary Digitization, adapt satisfactorily in order to utilize these strong developments in everyday life

LIGHT AND AFFECTS FROM A COMPARATIVE POINT OF VIEW

Light metaphors occurring in Chinese philosophy and Stoicism are of special interest for the unique ways they channel potentialities of the self. In this paper I apply ideas from cognitive linguistics to examine selected structural features of these metaphors. I also build on these ideas by presenting a framework regarding affects to assist in disclosing what is at stake for differing Chinese and Stoic technologies of the self. The paper adopts a high-level perspective to see these broad philosophical implications, interleaving discussions of Chinese philosophy (mainly views associated with Daoism), Stoicism (bringing into relief important differences from these views), and contemporary research on socially constructed affects. This triadic comparative approach aims to shed new light on some root assumptions built into the projects of self-cultivation that are at the core of Chinese and Stoic worldviews

Adapting Medical Museums: Technology, Education, and Research

In Malaysia, medical museums are transforming, extending their reach beyond conventional medical student training to encompass public education and health awareness. This modernisation incorporates cutting-edge technologies such as 3D printing, QR codes, augmented reality, diversified exhibitions, and hands-on learning experiences. The overarching goal is to captivate a broader audience while advancing medical research and public health education. To achieve this, strategies like interactive exhibits and multi-sector collaborations are employed. This study explores the role of medical museums and the impact of technological innovations on visitor experience and engagement