19 pandemic , the traditional in-person format was shifted to a virtual environment .
The gross anatomy course consisted of approximately 93 hours of lecture , which were live streamed to students at the Erie , Greensburg , and Elmira campuses via Zoom . Fortunately , lectures and other academic materials were frequently exchanged between campuses through virtual meetings and the online portal even prior to the COVID-19 pandemic . Therefore , LECOM benefited from a pre-existing distance learning infrastructure . Students could view lectures at their homes or in designated , socially distanced areas on campus . In addition to traditional lectures , these hours included interactive forums and question-and-answer sessions to enhance comprehension . All lectures were recorded and uploaded to a digital repository , allowing students to re-watch them if desired . Virtual attendance to all lectures was mandatory . Despite the virtual format , lecture content and structure remained largely unchanged from pre-pandemic cohorts .
Approximately 36 hours of virtual lab instruction complemented the didactic components of gross anatomy . Lab instruction was distance-based , and students could log into Zoom meetings from a location of their choice . Students were placed into Zoom breakout rooms as small groups of approximately ten members and staffed with a professor or graduate teaching assistant to facilitate discussion . The lab sessions began with a pair of students providing a short presentation on the topic of that lab , followed by group discussion of associated anatomical atlas images . The lab sessions concluded with a short , five-question quiz pertaining to the material covered in lab . Again , virtual attendance to all lab sessions was mandatory . Graduate teaching assistants provided short , pre-recorded , instructional videos of prosected cadaveric specimens to reinforce topics learned in each laboratory session . Each LECOM student also received access to Acland dissection videos via the school ’ s online portal system . Due to the provided resources and individualized nature of laboratory sessions , small group sessions were not recorded for later viewing .
RESOURCES PROVIDED TO LECOM STUDENTS
All lecture materials were distributed prior to lecture and students could view recorded lectures after attendance , as previously specified . Anatomy faculty also compile practice exams for both lecture and laboratory material for student exam preparation . These practice exams are complemented by short review podcasts developed by the course director . The anatomy faculty also compiled a compendium of clinical correlates to anatomical concepts learned in lecture , along with summary sheets of specific concepts ( e . g . myotomes and cranial nerve pathways ). LECOM also provides students with access to Acland dissection videos . To help students prepare for laboratory sessions , graduate teaching assistants prepared short videos for the topics to be covered in lab , including prosections of the particular body region .
ASSESSMENT
Anatomical knowledge was assessed through multiple exams and quizzes . Quizzes were periodically administered to assist students in measuring progress with exam material . The largest weight in the course was given to three regional exams ( back and extremities , cavities , head and neck ). All students completed the National Board of Medical Examiners anatomy shelf exam at the conclusion of the course . Practical exams were conducted virtually , utilizing images from anatomical atlases as the virtual equivalents of prosections . All exams were taken at the students ’ homes on their personal computer through a secure browser . Practical examinations ended with a short oral examination , worth only a small portion of the student ’ s overall exam grade . These oral examinations consisted of ten questions and were conducted via Zoom . Finally , a small portion of the student ’ s grade was derived from their performance as peer teachers , assessed during their presentations at the beginning of lab sessions .
DATA COLLECTION
The data presented in this study is derived from an investigation of medical students participating in the human gross anatomy course at LECOM in the 2020 fall semester . Initial survey development included two medical students and two professors at LECOM , both with extensive experience in educational research . Survey items were primarily based on student success factors reported in a review of primary medical education literature . The combination of perspectives and expertise promoted validity of the survey . Survey questions then underwent several rounds of review and