Anatomy Learning under COVID‐19 Measures: A Real World Educational Experiment

Filgueira, Luis; Larionov, Alexey; Lannes, Nils; Yotovski, Peter

INTRODUCTION: The best way to teach human gross anatomy to medical students has often been debated, although recent studies emphasize on the benefits of dissection‐based courses (DOI 10.1002/ase.1859). Prosection and model‐based courses, online and virtual reality approaches have been introduced over time, due to reduction in teaching time, and due to economic reasons with decreasing budget. In 2020, we were challenged by the pandemic of SARS‐CoV‐2 and corresponding COVID‐19 public health measures. We had to change and adapt several times anatomy teaching and learning over the two semesters for the cohort of 112 first/second year undergraduate medical students. With the experience of this student cohort with various anatomy learning approaches, we wanted to know what anatomy teaching method was best perceived by the students. METHODS: 112 medical students were asked about their learning experience with various anatomy teaching approaches for 2020, including 1) dissection‐based learning, 2) prosections and models‐based demonstrations, 3) structured self‐directed learning using written instructions and corresponding anatomical material, 4) structured self‐directed learning using online instructions via Moodle and an online anatomy program (https://e‐learn.anatomy.uzh.ch/Anatomy/Anatomy.html; German version). All students agreed to participate in the study. The questionnaire was administered by https://www.surveymonkey.com and done anonymously. To date 66/112 (59%) students replied. RESULTS: The majority of the students (92%) preferred the dissection course as their main anatomy learning method, 80% of students were happy with a demonstration course using prosections and anatomical models. Only a minority liked to have structured self‐directed learning with either anatomical specimens and models (42%) or with online material (36%). Rather few students preferred learning with an online course (18%) or through unstructured self‐directed learning using their own resources (12%). For the dissection course the students appreciated the 3 dimensional aspect (92%), the real size appearance of the structures (90%), the active explorative approach (81%), the topographical relationship of the structures (81%) and anatomical variability (72%). During complete lock‐down of the COVID‐19 measures when the students had to stay isolated at home for several weeks, the majority of students thought that the offered online structured self‐directed course was most adequate under those circumstances (55%), but would otherwise not be the preferred replacement of a dissection course (55%). CONCLUSION: Evaluation of student experience with a variety of anatomy learning methods clearly indicate that a structured dissection‐based course with additional anatomical demonstration would be preferred by the majority of our students. Online material would be beneficial as additional learning support. However, the majority of students agreed that, under strict COVID‐19 stay‐at‐home measures, the structured self‐directed online course was the best way to learn anatomy. When going back to normal, we will offer the newly developed online material for guided self‐directed learning, in addition to the established dissection course.