Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic

doi:10.1007/s40670-021-01322-x

. 2021 May 18;31(4):1529-1535.

doi: 10.1007/s40670-021-01322-x. eCollection 2021 Aug.

Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic

Henry Cheng^#¹, Caroline Esmonde-White^#¹, Andrea D Kassay^#¹, Meaghan L Wunder^#¹, Charys Martin^#²

Affiliations

¹ Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada.
² Department of Anatomy & Cell Biology, Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada.

^# Contributed equally.

PMID: 34026305
PMCID: PMC8131080
DOI: 10.1007/s40670-021-01322-x

Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic

Henry Cheng et al. Med Sci Educ. 2021.

. 2021 May 18;31(4):1529-1535.

doi: 10.1007/s40670-021-01322-x. eCollection 2021 Aug.

Authors

Henry Cheng^#¹, Caroline Esmonde-White^#¹, Andrea D Kassay^#¹, Meaghan L Wunder^#¹, Charys Martin^#²

Affiliations

¹ Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada.
² Department of Anatomy & Cell Biology, Schulich School of Medicine & Dentistry, Medical Sciences Building, Western University, London, N6A 3K7 Canada.

^# Contributed equally.

PMID: 34026305
PMCID: PMC8131080
DOI: 10.1007/s40670-021-01322-x

Abstract

During COVID-19, the anatomy faculty and students at Schulich School of Medicine and Dentistry observed strengths and weaknesses in their transition to online learning. A "four-prong" approach to teaching anatomy was developed. Asynchronous content modules were tailored to specific learning objectives, virtual labs were implemented to work through case-based applications, "live from the lab" review sessions provided the opportunity for interaction and integration, and finally, limited face-to-face laboratory sessions provided an opportunity for supervised consolidation with cadaveric specimens. Our approach may be used by other institutions to enhance anatomical education and student engagement.

Keywords: Anatomy; COVID-19; Laboratory dissection; Live-streamed reviews; Undergraduate medical education.

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Conflict of interest statement

Conflict of InterestThe authors declare no competing interests.

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References

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[1] Turney BW. Anatomy in a modern medical curriculum. Ann Roy Coll Surg. 2007 doi: 10.1308/003588407X168244. - DOI - PMC - PubMed

[2] Turney BW. Anatomy in a modern medical curriculum. Ann Roy Coll Surg. 2007 doi: 10.1308/003588407X168244. - DOI - PMC - PubMed

[3] Korf HW, Wicht H, Snipes RL, Timmermans JP, Paulsen F, et al. The dissection course–necessary and indispensable for teaching anatomy to medical students. Ann Anat. 2008 doi: 10.1016/j.aanat.2007.10.001. - DOI - PubMed

[4] Korf HW, Wicht H, Snipes RL, Timmermans JP, Paulsen F, et al. The dissection course–necessary and indispensable for teaching anatomy to medical students. Ann Anat. 2008 doi: 10.1016/j.aanat.2007.10.001. - DOI - PubMed

[5] Pather N. Teaching anatomy: Prosections and dissections. In: Chan LK, Pawlina W, editors. Teaching anatomy: a practical guide. 1. New York: Springer International Publishing; 2015. pp. 213–221.

[6] Pather N. Teaching anatomy: Prosections and dissections. In: Chan LK, Pawlina W, editors. Teaching anatomy: a practical guide. 1. New York: Springer International Publishing; 2015. pp. 213–221.

[7] Böckers A, Jerg-Bretzke L, Lamp C, Brinkmann A, Traue HC, et al. The gross anatomy course: an analysis of its importance. Anat Sci Educ. 2011 doi: 10.1002/ase.124. - DOI - PubMed

[8] Böckers A, Jerg-Bretzke L, Lamp C, Brinkmann A, Traue HC, et al. The gross anatomy course: an analysis of its importance. Anat Sci Educ. 2011 doi: 10.1002/ase.124. - DOI - PubMed

[9] Azer SA, Eizenberg N. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Radiol Anat. 2007 doi: 10.1007/s00276-007-0180-x. - DOI - PubMed

[10] Azer SA, Eizenberg N. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Radiol Anat. 2007 doi: 10.1007/s00276-007-0180-x. - DOI - PubMed

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Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic

Affiliations

Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic

Authors

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Conflict of interest statement

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