An analysis of anatomy education before and during Covid-19: August-December 2020

Coronavirus disease-2019 (Covid-19) disrupted the in-person teaching format of anatomy. To study changes in gross anatomy education that occurred during August-December, 2020 compared to before the pandemic, an online survey was distributed to anatomy educators. The 191 responses received were analyzed in total and by academic program, geographic region, and institution type. Cadaver use decreased overall (before: 74.1 ± 34.1%, during: 50.3 ± 43.0%, P \u3c 0.0001), as well as across allopathic and osteopathic medicine, therapy, undergraduate, and veterinary programs (P \u3c 0.05), but remained unchanged for other programs (P \u3e 0.05). Cadaver use decreased internationally and in the US (P \u3c 0.0001), at public and private (P \u3c 0.0001) institutions, and among allopathic medical programs in Northeastern, Central, and Southern (P \u3c 0.05), but not Western, US geographical regions. Laboratories during Covid-19 were delivered through synchronous (59%), asynchronous (4%), or mixed (37%) formats (P \u3c 0.0001) and utilized digital resources (47%), dissection (32%), and/or prosection (21%) (P \u3c 0.0001). The practical laboratory examination persisted during Covid-19 (P = 0.419); however, the setting and materials shifted to computer-based (P \u3c 0.0001) and image-based (P \u3c 0.0001), respectively. In-person lecture decreased during Covid-19 (before: 88%, during: 24%, P = 0.003). When anatomy digital resources were categorized, dissection media, interactive software, and open-access content increased (P ≤ 0.008), with specific increases in BlueLink, Acland\u27s Videos, and Complete Anatomy (P \u3c 0.05). This study provided evidence of how gross anatomy educators continued to adapt their courses past the early stages of the pandemic

An Analysis of Anatomy Education Before and During Covid-19: May-August 2020.

Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May-August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P \u3c 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P \u3c 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P \u3c 0.001) and assessment materials changed from cadaveric material to images (P \u3c 0.03) during Covid-19, even though assessment structure was not different (P \u3e 0.05). The use of digital teaching resources increased during Covid-19 (P \u3c 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P \u3c 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic