Article # 4
Design and transition of human anatomy practicals into a “ remoteready ” environment
Abstract
Introduction
Article # 4
Authors :
Rainer Viktor Haberberger , Marko Stojanovic , Benedict Canny
Institution :
The University of Adelaide , Division of Anatomy & Pathology , School of Biomedicine , Australia
Corresponding Author Contact Information :
Rainer Viktor Haberberger : Division of Anatomy & Pathology , School of Biomedicine The University of Adelaide Email : rainer . haberberger @ adelaide . edu . au
DOI : https :// doi . org / 10.21252 / th55-8h44
Design and transition of human anatomy practicals into a “ remoteready ” environment
Abstract
During the past 3 years online teaching became a need and a priority in medical education at various levels . Worldwide anatomy educators have faced a similar situation . Many course directors needed to design and run anatomy practicals in an online environment in absence of interaction with physical 3-dimensional material . A wealth of recent publications provides evidence of the adaptability and ingenuity of educators , but also help to differentiate between strategies that worked , and those that did not . Consequently , this evidence enables anatomy educators to develop solutions that can be used in both environments : face-toface teaching and remote online teaching . We developed a structure for anatomy practicals that combines different strategies to allow a student-centered , self-paced education that simultaneously provides guidance for the proportion of students in need of support . The combination of prerecorded online material with group-driven , self-directed interactions with specimens during the practical allows for a more individualized access to content , but also increases the responsibility of students for their own learning journey . Use of cameras in an online environment allows visual access to cadaveric material and interaction with remote students without changing other components of the practical . Therefore , the practical design is robust enough to adapt to a changing environment without losing integrity .
Introduction
Anatomy and , in particular , human gross anatomy in medical courses has traditionally been taught with the use of cadaveric dissection . But this , of course , is not the only way to provide students with material and opportunities to explore and understand the structural components of the human body and their relationships . Anatomy practicals historically were part of the medical course that had the function to supplement and support the learning that was provided during dissection . Those practicals used the demonstration of specific cadaveric prosections and models to complement dissection .
In recent years , the intense examination of , and interaction with , human anatomical structures in dissection classes has widely been removed from courses and curricula [ 1 , 2 ]. In addition , anatomy courses that still included cadaveric dissection were stopped during the COVID-19 pandemic [ 3 ].