Adaptability of the structure to remote teaching
Limitations
References
Adaptability of the structure to remote teaching
Remote teaching can be related to different scenarios . Students can either access teaching alone at home or organised as a group of students in remote locations . The latter student groups may have no access to anatomical models , or be limited , since they have no access to cadaveric specimens . The steps for the set-up of the practical remain unchanged except for step 2 ( table 1 ).
As the remote students cannot physically interact with the material provided in practicals , high quality visual access should be provided . This requires the use of a camera system to show models and specimen from close range to remote students . To do this in the most efficient way , area experts use the camera in response to requests from remote students . This allows active interaction from the remote areas and maintains the framework for group work .
The composition of the practicals allows the direct inclusion of remote student groups in a practical via a camera system and access to a media platform . The practical consequently can contain a mixed exposure of material to remote and in-house students . The presence of prepractical activities and the in-class camera system also enable a transient transformation into a remote-students-only practical . Without doubt the key component of an interaction with a physical 3-dimensional specimen is absent in remote teaching and therefore the term practical is somewhat misplaced . Nevertheless , the experience provided by pre-recordings of models and the camera system that allows closer inspection of the same models and specimens during the practical . This supports and trains the creation of mental images and encourages the mental creation and recognition of 3-dimensional structures based on information from a 2dimensional source ( computer screen ). Practising the use of 3-dimensional mental imagery is essential for medical profession [ 20 ]. Future practicals might use of virtual reality which has been shown to be effective in gaining expertise in the comprehension of visuo-spatial images [ 21 ]. An example of implementation of the different steps into an anatomy practical session is provided in table 1 .
Limitations
One limitation is the requirement of camera systems to pre-record and allow virtual access to models and specimen in-class . Nevertheless , any laptop associated camera or outdoor camera such as GoPro can be used which increases feasibility . Engagement of students with provided pre-practical online material is crucial and a key element of the structure of the practical . It has been shown in the context of anatomy practicals that the amount of interaction with provided online material predicts success in associated assessments [ 22 , 23 ]. In addition , we hypothesize that it also predicts the successful interaction with specimens and models provided in practicals . An important question therefore is , how to implement structures and a “ culture ” that enables and ensures students access the pre-practical material in preparation for the practical . Adding assessments to test if the pre-practical components have been accessed are sub-optimal as too many assessments increase stress and anxiety amongst the students . Here , the ongoing input provided by students is important as anatomy practicals are part of course and cannot be seen in isolation .
In summary , the development of a robust and adaptable practical related to teaching macroscopical anatomy outside of a dissection course is challenging and requires the combination of different educational strategies . This , to provide students with the ability to apply their own pace and strategies without losing guidance and support .
References
Bergman EM . Discussing dissection in anatomy education . Perspect Med Educ . 2015 ; 4 ( 5 ): 211-3 . Epub 2015 / 09 / 12 . doi : 10.1007 / s40037-015-0207-7 . PubMed PMID : 26358977 ; PubMed Central PMCID : PMCPMC4602012 .
Singh K , Bharatha A , Sa B , Adams OP , Majumder MAA . Teaching anatomy using an active and engaging learning strategy . BMC Med Educ . 2019 ; 19 ( 1 ): 149 . Epub 2019 / 05 / 18 . doi : 10.1186 / s12909019-1590-2 . PubMed PMID : 31096975 ; PubMed Central PMCID : PMCPMC6524257 .