[HTML][HTML] Changing paradigms in anatomy teaching-learning during a pandemic: Modification of curricular delivery based on student perspectives
Journal of Taibah University Medical Sciences, 2022•Elsevier
Objectives This study is designed to explore students' perception of major educational
changes and challenges encountered during the pandemic, as well as the effectiveness of
Anatomy online teaching. Feedback from the students will be utilized to reform the online
sessions in Anatomy, and make them more engaging. Methods This observational study
includes 250 first-year undergraduate medical students attending online Anatomy classes
during the pandemic. A semi-structured questionnaire was designed to seek student …
changes and challenges encountered during the pandemic, as well as the effectiveness of
Anatomy online teaching. Feedback from the students will be utilized to reform the online
sessions in Anatomy, and make them more engaging. Methods This observational study
includes 250 first-year undergraduate medical students attending online Anatomy classes
during the pandemic. A semi-structured questionnaire was designed to seek student …
Objectives
This study is designed to explore students' perception of major educational changes and challenges encountered during the pandemic, as well as the effectiveness of Anatomy online teaching. Feedback from the students will be utilized to reform the online sessions in Anatomy, and make them more engaging.
Methods
This observational study includes 250 first-year undergraduate medical students attending online Anatomy classes during the pandemic. A semi-structured questionnaire was designed to seek student responses, including mode/hours of interaction, facilitating/hindering factors, and assessment in online teaching. The quantitative findings were expressed in percentages. The open-ended questions were subjected to qualitative analysis, and themes were identified.
Results
The number of hours spent on online sessions per day showed an increase during the pandemic. Students most often interacted with peers (n=124) through social media (n = 97) to clarify queries. Students opted for both asynchronous (55%) and synchronous modes (45%) of learning. The qualitative analysis identified the following thematic categories: facilitating factors, hindering factors, and measures taken to overcome hindering factors in online learning.
Conclusion
There should be a balance between synchronous and asynchronous teaching methods to provide a better learning pace. Incorporation of more self-directed learning strategies would motivate students to learn better. The study concludes that online teaching should be designed to keep student feedback in mind, and tailored to suit student learning needs.
Elsevier
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