Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic

During COVID-19, the anatomy faculty and students at Schulich School of Medicine and Dentistry observed strengths and weaknesses in their transition to online learning. A “four-prong” approach to teaching anatomy was developed. Asynchronous content modules were tailored to specific learning objectiv...

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Detalles Bibliográficos
Autores principales: Cheng, Henry, Esmonde-White, Caroline, Kassay, Andrea D., Wunder, Meaghan L., Martin, Charys
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Monograph
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8131080/
https://www.ncbi.nlm.nih.gov/pubmed/34026305
http://dx.doi.org/10.1007/s40670-021-01322-x
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author Cheng, Henry
Esmonde-White, Caroline
Kassay, Andrea D.
Wunder, Meaghan L.
Martin, Charys
author_facet Cheng, Henry
Esmonde-White, Caroline
Kassay, Andrea D.
Wunder, Meaghan L.
Martin, Charys
author_sort Cheng, Henry
collection PubMed
description During COVID-19, the anatomy faculty and students at Schulich School of Medicine and Dentistry observed strengths and weaknesses in their transition to online learning. A “four-prong” approach to teaching anatomy was developed. Asynchronous content modules were tailored to specific learning objectives, virtual labs were implemented to work through case-based applications, “live from the lab” review sessions provided the opportunity for interaction and integration, and finally, limited face-to-face laboratory sessions provided an opportunity for supervised consolidation with cadaveric specimens. Our approach may be used by other institutions to enhance anatomical education and student engagement.
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spelling pubmed-81310802021-05-19 Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic Cheng, Henry Esmonde-White, Caroline Kassay, Andrea D. Wunder, Meaghan L. Martin, Charys Med Sci Educ Monograph During COVID-19, the anatomy faculty and students at Schulich School of Medicine and Dentistry observed strengths and weaknesses in their transition to online learning. A “four-prong” approach to teaching anatomy was developed. Asynchronous content modules were tailored to specific learning objectives, virtual labs were implemented to work through case-based applications, “live from the lab” review sessions provided the opportunity for interaction and integration, and finally, limited face-to-face laboratory sessions provided an opportunity for supervised consolidation with cadaveric specimens. Our approach may be used by other institutions to enhance anatomical education and student engagement. Springer US 2021-05-18 /pmc/articles/PMC8131080/ /pubmed/34026305 http://dx.doi.org/10.1007/s40670-021-01322-x Text en © International Association of Medical Science Educators 2021
spellingShingle Monograph
Cheng, Henry
Esmonde-White, Caroline
Kassay, Andrea D.
Wunder, Meaghan L.
Martin, Charys
Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic
title Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic
title_full Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic
title_fullStr Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic
title_full_unstemmed Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic
title_short Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic
title_sort developing a hybrid four-prong approach to anatomical education during the covid-19 pandemic
topic Monograph
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8131080/
https://www.ncbi.nlm.nih.gov/pubmed/34026305
http://dx.doi.org/10.1007/s40670-021-01322-x
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