Limitations
Conclusion
References
during the pandemic . Accepted , evidence-based study behaviors should continue to be supported as gross anatomy embraces online learning . Special attention should be given to group learning , however , as this appears to be particularly susceptible to compromise during the pandemic , leading to impaired academic performance .
Limitations
While providing useful information and insights into the success of a virtual gross anatomy cohort during the COVID-19 pandemic , this study does have several limitations . First , the data we obtained was not normally distributed . This necessitated the use of non-parametric statistical tests which have decreased statistical power compared to their parametric counterparts . Additionally , the data collected pertains to an individual medical school . Therefore , the behaviors that contributed to student success at our institution may not apply to others . This may be slightly ameliorated by the fact that students attended three different campuses .
Conclusion
We have identified several factors contributing to success in a virtual gross anatomy course . Matriculating to medical school within 0-2 years of undergraduate completion may enhance student success in gross anatomy , and the maturity associated with matriculating 5 + years after undergraduate completion may ameliorate the distress of high academic loads during the pandemic . Student wellness incontrovertibly contributes to academic success in medical school and is even more crucial during the COVID-19 pandemic . Low life satisfaction and awareness of mental health resources at our institution were associated with lower final gross anatomy grades . The paradoxical decrease in final grade associated with awareness of mental health resources may be explained by the increased interaction with these resources that students in crisis may exhibit . A culture of positive self-evaluation and social support should be cultivated at each institution , ameliorating fears of failure , and reducing anxiety during examinations . Additionally , feelings of embarrassment or virtual isolation may contribute to reluctance in seeking academic help . As a result , those exhibiting frequent hesitation to seeking academic assistance earned significantly lower final course grades . Students who were able to stick to a study schedule , avoiding last minute routine changes and cramming , were able to perform well during gross anatomy in the pandemic . Taking breaks during study periods is encouraged , though breaks should be limited to 10 minutes or less to prevent decremental performance and maintain full concentration afterward . Generating test questions appears to be an especially effective use of the testing effect . Students suffering from cognitive overload should be given special instruction in identifying the salient features of lecture content and exam questions . Further research is required to determine the specific effects of group and individual studying in virtual gross anatomy .
References
Almarzooq , Z . I ., Lopes , M . and Kochar , A . ( 2020 ) ‘ Virtual Learning During the COVID-19 Pandemic ’, Journal of the American College of Cardiology , 75 ( 20 ), pp . 2635 – 2638 . doi : 10.1016 / j . jacc . 2020.04.015 .
Attardi , S . M . and Rogers , K . A . ( 2015 ) ‘ Design and implementation of an online systemic human anatomy course with laboratory : Online Human Anatomy Course with Laboratory ’, Anatomical Sciences Education , 8 ( 1 ), pp . 53 – 62 . doi : 10.1002 / ase . 1465 .
Attardi , S . M . et al . ( 2022 ) ‘ An analysis of anatomy education before and during Covid‐19 : August – December 2020 ’, Anatomical Sciences Education , 15 ( 1 ), pp . 5 – 26 . doi : 10.1002 / ase . 2152 .
Aziz , M . A . et al . ( 2002 ) ‘ The human cadaver in the age of biomedical informatics ’, The Anatomical Record , 269 ( 1 ), pp . 20 – 32 . doi : 10.1002 / ar . 10046 .
Birbara , N . S . and Pather , N . ( 2021 ) ‘ Instructional Design of Virtual Learning Resources for Anatomy Education ’, in Rea , P . M . ( ed .) Biomedical Visualisation . Cham : Springer International Publishing ( Advances in Experimental Medicine and Biology ), pp . 75 – 110 . doi : 10.1007 / 978-3-030-61125- 5 _ 5 .
Blake , H . et al . ( 2021 ) ‘ Psychological Impacts of COVID-19 on Healthcare Trainees and Perceptions