Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2024 Jan 22:12:460.
doi: 10.4103/jehp.jehp_1378_22. eCollection 2023.

Anatomy education during COVID-19 era: Evaluation of an anatomy blended course for medical students

Amirreza Manteghinejad  1   2 , Hosein Sadeghi  3 , Arash Najimi  4
Affiliations

Anatomy education during COVID-19 era: Evaluation of an anatomy blended course for medical students

Amirreza Manteghinejad et al. J Educ Health Promot. .

Abstract

Background: The COVID-19 pandemic has prompted a need to change traditional teaching methods. This study was conducted to evaluate the educational quality of a blended anatomy course and measure student satisfaction and knowledge after completing the course.

Materials and methods: Tyler's model was used to develop a new blended curriculum. The study guide for this curriculum was also developed using Association for Medical Education in Europe guide no. 16. A quasi-experimental study compared educational quality, students' satisfaction, and students' satisfaction using Students' Evaluations of Educational Quality (SEEQ), Borim Nejad's satisfaction survey, and multiple choice questions, respectively. Independent t-tests and Chi-square were used to compare the groups.

Results: A total of 122 students participated in this study, 62 and 60 in the intervention and control groups, respectively. The satisfaction score was significantly higher in the intervention group than in the control group (40.6 versus 38.6, P value = 0.03). The score of SEEQ was not significantly different (91.9 versus 91.08, P value = 0.52), but the subscales of learning (17.23 versus 16.32, P = 0.01), group interaction (16.87 versus 18.1, P = 0.01), and breadth (17.73 versus 16.65, P = 0.02) were significant. The knowledge score was also significantly higher in the intervention group than in the control group (18.13 versus 16.68, P value < 0.001).

Conclusion: Using blended learning approaches for anatomy courses can increase students' satisfaction, improve the learning and breadth of educational quality subscales, but worsen group interaction. Although this study shows improvement in medical students' knowledge, further studies are needed because of the limitations of this study.

Keywords: Anatomy; COVID-19; education; learning; medical education.

PubMed Disclaimer

Conflict of interest statement

There are no conflicts of interest.

Figures

Figure 1
Figure 1
Screenshots of anatomy online study guide
See this image and copyright information in PMC

Similar articles

See all similar articles

Cited by

References

    1. Lu H, Stratton CW, Tang YW. Outbreak of pneumonia of unknown etiology in Wuhan, China: The mystery and the miracle. J Med Virol. 2020;92:401–2. - PMC - PubMed
    1. Ciotti M, Ciccozzi M, Terrinoni A, Jiang W-C, Wang C-B, Bernardini S. The COVID-19 pandemic. Crit Rev Clin Lab Sci. 2020;57:365–88. - PubMed
    1. Rose S. Medical student education in the time of COVID-19. JAMA. 2020;323:2131–2. - PubMed
    1. Garrison DR, Kanuka H. Blended learning: Uncovering its transformative potential in higher education. Internet Higher Educ. 2004;7:95–105.
    1. Gray K, Tobin J. Introducing an online community into a clinical education setting: A pilot study of student and staff engagement and outcomes using blended learning. BMC Med Educ. 2010;10:6.. - PMC - PubMed