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. 2021 Jan 4;36(1):e13.
doi: 10.3346/jkms.2021.36.e13.

Adaptations in Anatomy Education during COVID-19

Hyeijung Yoo #  1 , Dasom Kim #  2 , Young Mee Lee  3 , Im Joo Rhyu  1   4
Affiliations

Adaptations in Anatomy Education during COVID-19

Hyeijung Yoo et al. J Korean Med Sci. .

Abstract

Background: The impact of coronavirus disease 2019 (COVID-19) has profoundly affected education, with most universities changing face-to-face classes to online formats. To adapt to the COVID-19 pandemic situation, we adopted a blended learning approach to anatomy instruction that included online lectures, pre-recorded laboratory dissection videos, and 3D anatomy applications, with condensed offline cadaver dissection.

Methods: We aimed to examine the learning outcomes of a newly adopted anatomy educational approach by 1) comparing academic achievement between the blended learning group (the 2020 class, 108 students) and the traditional classroom learning group (the 2019 class, 104 students), and 2) an online questionnaire survey on student preference on the learning method and reasons of preference.

Results: The average anatomy examination scores of the 2020 class, who took online lectures and blended dissection laboratories, were significantly higher than those of the 2019 class, who participated in an offline lecture and dissection laboratories. The questionnaire survey revealed that students preferred online lectures over traditional large group lecture-based teaching because it allowed them to acquire increased self-study time, study according to their individual learning styles, and repeatedly review lecture videos.

Conclusion: This study suggests that a blended learning approach is an effective method for anatomy learning, and the advantage may result from increased self-directed study through online learning.

Keywords: Anatomy Education; Blended Learning; COVID-19; Self-directed Learning.

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Conflict of interest statement

The authors have no potential conflicts of interest to disclose.

Figures

Fig. 1
Fig. 1. The survey results on student preferences in learning and influences. (A) The students' preferences in learning and (B) influence on their saved time and self-directed learning. Likert scale for (B); 5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, 1 = strongly disagree.
Fig. 2
Fig. 2. Reasons for preferred teaching methods. (A) Online; (B) Offline. Multiple answers were allowed.
See this image and copyright information in PMC

Comment in

  • COVID-19 Changes Medical Learning.
    Chung MS. Chung MS. J Korean Med Sci. 2021 Jan 4;36(1):e9. doi: 10.3346/jkms.2021.36.e9. J Korean Med Sci. 2021. PMID: 33398943 Free PMC article. No abstract available.

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