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. 2022 Jun 6:13:595-607.
doi: 10.2147/AMEP.S358702. eCollection 2022.

African Medical Educators and Anatomy Teachers' Perceptions and Acceptance of the Anatomage Table as an EdTech and Innovation: A Qualitative Study

Joshua Owolabi  1 , Robert Ojiambo  2 , Daniel Seifu  3 , Arlene Nishimwe  4 , Ornella Masimbi  5 , Chinonso Emmanuel Okorie  6 , Darlene Ineza  4 , Abebe Bekele  7
Affiliations

African Medical Educators and Anatomy Teachers' Perceptions and Acceptance of the Anatomage Table as an EdTech and Innovation: A Qualitative Study

Joshua Owolabi et al. Adv Med Educ Pract. .

Abstract

Background: This article presents a qualitative study of African anatomists and anatomy teachers on the Anatomage Table-a modern medical education technology and innovation, as an indicator of African anatomy medical and anatomy educators' acceptance of EdTech. The Anatomage Table is used for digital dissection, prosection, functional anatomy demonstration, virtual simulation of certain functions, and interactive digital teaching aid.

Materials and methods: Anatomy teachers [n=79] from 11 representative African countries, Ghana, Nigeria [West Africa], Ethiopia, Kenya, Rwanda [East Africa], Namibia [South Africa], Zambia [Southern Africa], Egypt [North Africa], and Sudan [Central Africa], participated in this study. Focus group discussions [FGDs] were set up to obtain qualitative information from stakeholders from representative institutions. In addition, based on the set criteria, selected education leaders and stakeholders in representative institutions participated in In-depth Interviews [IDIs]. The interview explored critical issues concerning their perceptions about the acceptance, adoption, and integration of educational technology, specifically, the Anatomage Table into the teaching of Anatomy and related medical sciences in the African continent. Recorded interviews were transcribed and analyzed using the Dedoose software.

Results: African anatomists are generally technology inclined and in favor of EdTech. The most recurring opinion was that the Anatomage Table could only be a "complementary teaching tool to cadavers" and that it "can't replace the real-life experience of cadavers." Particularly, respondents from user institutions opined that it "complements the traditional cadaver-based approaches" to anatomy learning and inquiry, including being a good "complement for cadaveric skill lab" sessions. Compared with the traditional cadaveric dissections a majority also considered it less problematic regarding cultural acceptability and health and safety-related concerns. The lifelikeness of the 3D representation is a major factor that drives acceptability.

Keywords: Africa; Anatomage; anatomy; educational technology; innovations; medical education.

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Conflict of interest statement

The authors report no conflicts of interest in relation to this work.

Figures

Figure 1
Figure 1
The map of Africa showing the proportional distribution of respondents in countries (only countries coloured participated).
Figure 2
Figure 2
Taxonomic summary of the themes from the respondents’ response to the question on factors facilitating/could facilitate acceptance of/interest in the Anatomage Table at their own institution.
Figure 3
Figure 3
Taxonomic summary of the themes from the respondents’ response to the question on factors that hinder or might hinder the acceptance or interest in the Anatomage table at their own institution.
Figure 4
Figure 4
Taxonomic summary of the themes categorizing and capturing the respondent’s personal opinion on the use of the Anatomage Table in the training of medical and allied health students.
See this image and copyright information in PMC

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