Artificial intelligence and clinical anatomical education: Promises and perils

Anatomical Sciences Education, Год журнала: 2022, Номер 17(2), С. 249 - 262

Опубликована: Авг. 28, 2022

Abstract Anatomy educators are often at the forefront of adopting innovative and advanced technologies for teaching, such as artificial intelligence (AI). While AI offers potential new opportunities anatomical education, hard lessons learned from deployment tools in other domains (e.g., criminal justice, healthcare, finance) suggest that these likely to be tempered by disadvantages least some learners within certain educational contexts. From perspectives an anatomy educator, public health researcher, medical ethicist, technology expert, this article examines five tensions between promises perils integrating into education. These highlight ways which is currently ill‐suited incorporating uncertainties intrinsic education areas (1) human variations, (2) healthcare practice, (3) diversity social (4) student support, (5) learning. Practical recommendations a considered approach working alongside contemporary (and future) learning environment provided, including enhanced transparency about how integrated, developer diversity, inclusion uncertainty variations deployed AI, provisions made educator awareness benefits limitations, building curricular “AI‐free” time, engaging extend capacities. serve guiding framework clinical discipline, educators, can work develop more nuanced role

Язык: Английский

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Commemoration of body donors in a religiously diverse society: A tale of two Korean medical schools

Anatomical Sciences Education, Год журнала: 2024, Номер 17(8), С. 1618 - 1627

Опубликована: Май 26, 2024

Abstract Although a diversity of religions exists in South Korea, with Buddhism and Christianity (Protestantism Catholicism) being the two main faiths, Korean beliefs are deeply rooted Confucianism. Despite notion that Confucian norm filial piety discourages body donation to medical science, there has been mindset shift favor donation, driven by heightened awareness bequest programs care dignity accorded altruistic donors, together institution commemorative services honor them. As spirituality religion known be factors influence how religious‐ non‐religious‐based memorial held donors as exemplified schools—from public university no religious affiliation from Protestant‐based university—are described here. The key concept expressing gratitude respect for their family members positively impacted this multi‐religious society. Commemorative pay tribute may play an important role inspiring humanistic spirit students, regardless or non‐religious beliefs, schools. takeaway here is elevation effectively resonates society, thereby demonstrating impact spiritual principles independent influence.

Язык: Английский

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“Fun slipping into the doctor's role”—The relationship between sonoanatomy teaching and professional identity formation before and during the Covid‐19 pandemic

Anatomical Sciences Education, Год журнала: 2022, Номер 15(3), С. 447 - 463

Опубликована: Март 11, 2022

The various psychological dimensions of professional identity formation (PIF) are an important aspect the study course for undergraduate medical students. Anatomical learning environments have been repeatedly shown to play a critical role in forming such identity; however, relevance PIF during sonoanatomical training remains underexplored. At end their basic anatomy studies, third-semester students took part four-day block on and imaging. content was revised small groups using peer teaching imaging methods, including one hour hands-on sonoanatomy sessions each day. On-site identified as excellent format support students' transition from pre-clinical clinical phase experts-to-be. Students enjoyed practical exercises input, which increased interest profession academic studies. This further examined effects into online-only format, necessitated by current Covid-19 pandemic. A comparison made between quantitative qualitative evaluation data, written results examinations several on-site (n = 1096, mean age 22.4 years ± 2.18), cohorts 230, 22.6 2.21). led reduction all PIF-related variables measured, losing identity-related variables, increasing stress levels, reducing long-term performance. Together, this demonstrates presence teaching, cautions against uncritical substitution environments.

Язык: Английский

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The future of anatomy education: Learning from Covid‐19 disruption

Anatomical Sciences Education, Год журнала: 2022, Номер 15(4), С. 643 - 649

Опубликована: Июнь 3, 2022

Back in 1996, the report to UNESCO of International Commission on Education for Twenty-first Century highlighted four pillars education (Delors et al., 1996). These were framed within context throughout life; Learning Know, Do, Live Together, and Be. 'Learning Know' emphasizes combination having a broad general knowledge with opportunity delve deeper into smaller number subjects. It also encompasses ability learning learn so that an individual can benefit effectively from opportunities. Do' covers acquisition various skills use these appropriately work social environments. Together' extends out understanding those around us, appreciating interdependence need together. Be' focuses maximizing individual's potential by developing one's personality competencies order act autonomy, judgment responsibility. The recognized past, formalized had focused development knowledge, often at expense other we shift future fully encompass all design. Why is this relevant anatomy education, particularly now? As deal pedagogical change, emerging approaches technologies assesses fundamental effects health pandemic delivery provide ideal guiding framework helping determine what will look like future, especially light disruption caused Covid-19 pandemic, ensuring focus more rounded inclusive approach learning. Anatomical has been changing evolving variety ways over recent decades. Some changes are response new such as moves blended construct (Pereira 2007; Green & Whitburn, 2016; Khalil 2018), integrated curricula (Evans Watt, 2005; Klement 2011, 2017), emphasis interprofessional (Hamilton 2008; Herrmann 2015; Smith 2015) near-peer teaching Cuffe, 2009; Morris 2018; Harrison 2019). rise digital innovations enabled virtual dissection (Darras 2020; Wainman 2021; Duraes 2022), three-dimensional (3D) printing (McMenamin 2014; al. Ye 2020), ultrasound (Swamy Searle, 2012; Barfoot, Lufler gamification (Ang Rudolphi-Solero 2022; Tan 2022) well augmented reality (Moro 2017; Uruthiralingam Rea, Zhao Jiang become common features many programs. Technology started disrupt way which students assessed interactive e-assessments being increasingly utilized (Elzainy Chakrabarti, Bogomolova 2021). In years, there recognition needs be redesigned play greater role preparing learners practice them develop range attributes (Roxburgh Evans, This includes explicit incorporation nontraditional discipline-independent (NTDIS) Evans Pawlina, Lachman 2020) professional identity formation (PIF) (Pawlina, 2019; Abrams Darici courses communication (Evans, 2013; Lochner Yohannan teamwork (Vasan 2009, 2011; Huitt 2015), critical reasoning (Elizondo-Omaña 2010; Kassirer, Rajprasath (Smith Zheng professionalism (Pawlina 2006; Palmer Khabaz Mafinejad Overall, led educators shifting away purely lectures, conventional laboratory practical sessions time-honored assessments one exposes educator importantly learner varied multifaceted format aligned transformative journey following accompanied anatomical scholarship education-focused research exemplified increasing quality publications seen journals Sciences contributions health-related conferences symposia. active part drive change in, continual evolution of, provided platform demonstrating pedagogies innovative approaches, allowing effective shared enabling discussion challenge ideas. Importantly, evaluating effect interventions student experience gain. essential providing confidence educators, institutions, accrediting bodies introduced pedagogically sound evidence-based. early 2020 unexpected provision intervened. declaration March primary global concern May 2022, 518 million confirmed cases six deaths reported globally (Wang WHO, 2022). profound across society, leading far-reaching health, geopolitical economic consequences. sector was far immune countries initially implementing nationwide closures schools, colleges universities, others under severe restrictions For most rapidly remote online opportunities face-to-face but removed Papa faced trivial although embraced including innovation detailed above, interaction practical-based still, quite appropriately, mainstay courses. Apart governmental institutional imposed constraints, included access cadaveric materials, shortage resources appropriate platforms teaching, lack time make changes, many, unfamiliarity some available technologies. compounded questions how convert materials online, use, technology course assess students. Despite challenges, responded quickly, innovatively. demonstrated richness talented staff, agile responding dealing pace (Alkhowailed Byrnes Kapoor Singh, or adapted digitally-based, curriculum replace adapt existing meet perceived limitations delivery. cases, involved expanding reach extent assets while introduction totally required. Whichever case, great time, effort, commitment behalf staff required additional differentiated resourcing. Digital live streaming demonstrations via studios (de Carvalho Filho 2021), (e.g., Anatomage, Sectra, etc.,), recorded lectures dissections, comprehensive video conferencing Zoom, Microsoft Teams etc.,) synchronous asynchronous delivery, management systems. Three-dimensional applications atlases became widespread interfaces support simulation, gamification. Other inclusion formative assessment opportunities, summative artificial intelligence (AI) grading. Publications literature last two years confirm implemented world-wide (Brassett Longhurst Pather Cheng Harmon Attardi Özen Perceptions, performance, satisfaction well-being curricular environment emerged frequent theme (Cuschieri Calleja Agius, Franchi, Srinivasan, Harrell McWatt, Educators their experiences, best practices, recommendations regarding transformation Böckers Thom 2021); discussed issues concerns related faculty (Patra 2020, Scientific reports published different programs disciplines (Darici Singal Yoo Al-Alami Mahdy Sayed, authors exploring vision post-Covid sciences might (Jones, Ross Overall observations suggest terms positive outcomes resulted significant driver migrate environment, resources, faster personalized However, point problem engagement, assessments, difficulties access, isolation, mental wellbeing, restricted between students, exhaustion, rushed planning (Cecilio-Fernandes Sani Pokryszko-Dragan absence hands-on major disadvantage important leaders, institutions discipline education. results transition should actively used shape direction identify where efforts focused. noted, it impressive have challenges midst identified about provision? What long-term period design education? would certainly missed if simply returned things done did not respond posed during failed build on, past so. Therefore, determining influenced identified. Disruption shown trigger threat areas fail timely manner. business world, disruptive "is process whereby company fewer able successfully established businesses gradually moving upmarket industry leaders" (Christensen, 1997; Christensen 2015). There classical examples fall Blockbuster Netflix, Uber its taxi transportation industry, closure Borders bookstore result failure publication. Likewise, desired impact Google Glass, Theranos start-up Ford Edsel. And point, succeed, do they our thinking enable us critically ideas concepts, lead affirmation efficacy current approaches. How does relate Disruption, both large small congruent element centuries. Whether slate paper screen, chalk pen/pencil keyboard, perhaps appearance Khan Academy, flipped classroom massive open (MOOCs). Whatever importance norm. educational field brief longer-term strategies, systematic local level intervention educator. therefore start go national influences pedagogy, academic disruption, stood test least up until now lecture dissection. may undergo adjustments novice undergraduate maximize students' gain using precious gift human body (Onigbinde longer term thrown upon consideration requires robust introduced. primarily approach, financial, logistical strategic viability sustainable made. abundance since seen, largely sharing details discussions commentaries informed analyses include surveys groups. Such reporting insightful valuable yet specifically viability. growing depth evaluation inform influence decision making (including limiting threats delivery), sits outside remit leader. danger embedded without downstream consequences learning, sustainability. likely dismissed continuing temporary measure appeared less first use. Appropriate still needed whether (and went it) fact highlight adaptations refinements could made improve transform efficacy. A multi-modal effectiveness, satisfaction, impact, value/cost properly substantive value underpin makings approach. experimental testing scientifically evaluate comparing against effectiveness pre-Covid-19 provision. help ensure benefits. If return opening message editorial 1996), rollout pillar suggests maintain continuous secure student's solid base, better analyze research. through delivered holistic curriculum. recognizes attention capacity preparation life-long Anatomy appears subject programs, supporting learners. lessons outlined learners, student-centered this. learned technical simulated apply clinical While curricula, emergence provides exciting potentially skills. lesson five expected, gaps focusing application together' relies amongst things, communicate, resolve conflict aware cultural sensitivities. NTDIS wider prepare practice. integrate curriculum, pedagogies, tool final pillar, be' embraces self-esteem, emotional higher-level thinking. Within achieved professionalism, identity. PIF achieve touch aspects generates balanced, loaded supports rather than hinders learner. developed isolation instead integration achieved. By disciplines. Simply going back before enhance incorporate foundations continually Much suggested presented captured surprise responsibility bring elements together frame post reset expectations, increase gains, personalize experience, empower

Язык: Английский

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Anatomy 3.0: Rediscovering Theatrum Anatomicum in the wake of Covid‐19

Anatomical Sciences Education, Год журнала: 2021, Номер 14(5), С. 528 - 535

Опубликована: Авг. 7, 2021

The Covid-19 pandemic has challenged medical educators internationally to confront the challenges of adapting their present educational activities a rapidly evolving digital world. In this article, authors use anatomy education as proxy reflect on and remap past, present, future in face these disruptions. Inspired by historical Theatrum Anatomicum (Anatomy 1.0), argue replacing current dissection laboratory 2.0) with prototype studio 3.0). studio, anatomists are web-performers who not only collaborate other foundational science devise meaningful interactive content but also partner actors, directors, web-designers, computer engineers, information technologists, visual artists master online interactions processes order optimize students' engagement learning. This offers students opportunities create own thus reposition themselves digitally, step into developing new competency stage presence within education. So restructured, Anatomy 3.0 will prepare skills navigate an emergent era tele medicine well help foreshadow forthcoming changes

Язык: Английский

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Reconsidering laboratory‐based anatomy within the backdrop of digital transformation: Bringing an old practice into a new world

Anatomical Sciences Education, Год журнала: 2022, Номер 15(3), С. 439 - 446

Опубликована: Апрель 16, 2022

For many educators, the connection with human body is tenet of anatomical education—a gold standard for which there no substitute and alternative its authenticity (Memon, 2018). As such, conceptual framework almost all anatomy curricula built on chattels descriptive nomenclature, visualization, physical exploration, interaction technologically constructed representations such as models, low fidelity simulations, three-dimensional (3D) printing, or extended realities (XR, VR, AR, MR). While established facts principles remain stronghold sciences little opportunity to add what already factually known, approaches teaching learning, resources, curriculum design continue evolve. Despite diversified learning in medical other health professions education, principal goal providing building blocks inform clinical practice incontestable. Two years ago, May 2020, Anatomical Sciences Education published a special issue "Covid-19 Anatomy Education." The editorial that started message resonated throughout institutions worldwide "… move everything online quickly possible …" (Evans et al., 2020). world was under hold uncertainty, experiencing variety government-imposed social, educational, structural changes at extreme end included closures education (Ferrel & Ryan, 2020; Smith Pawlina, 2021). In particular, sciences, has strong laboratory-based component, significantly impacted by school (Franchi, Gupta Pandey, 2020), leaving choice then increase efforts use new collaborative tools, screen-to-screen communication technologies bridge gap between remote learners their educational institution (Byrnes 2021; Kurtulmus-Yilmaz Önöral, 2022). examining reports within last two Covid-19 pandemic through wide lens rapid sometimes chaotic institutions, it not surprising doubts regarding surfaced (Lemoine Richardson, Arnett, These are unique perfectly understandable context why benefits fully realized educators (Arnett, What began perhaps stopgap measures, have now found locus transformed model could possibly set stage future cadaveric anatomy—its With significant adjustments strategies past years, evident Covid-19, became catalyst "disruptive innovation" 2014; García-Morales 2021) instigating global more rate long-term impact (Washington, 2019). term first coined Clayton M. Christensen, professor from Harvard Business School, who analyzed innovations opportunities develop existing markets where segment population's needs were met business practices (Christensen, 1997). Within framework, instead trying make incremental improvements an product (sustaining innovations), disruptive innovation, often fewer leveraged technology create access markets. When applied environment, innovation represents break traditional well-established models knowledge acquisition. It directions, interrupts replaces methodologies, transmission offering alternatives (García-Morales case anatomy, offers virtual transformation laboratory experience. A parallel construct "sustainable case" prior can also be made. incumbent "product" had been stagnant, fact, undergoing well documented publications journal. literature demonstrates anatomists revising (Klement 2011; Halliday 2015; Klement 2017; Royer 2017), applying universal (UDL) continuous improvement pedagogy, technology, (Balta CAST, 2022; Dempsey Since momentum change initiated, hardly intuitively ways circumvent disruption deliver compromise learner experience (Harmon Attardi 2022b). this unexpected natural experimental environment" simply import improved pedagogy resources current state, greater arose reframe, even challenge norms establishment toward reimagined (Jones, Maloney Again, incursion submissions journal bears testament how resourceful, innovative, creative continuing offer donor (Barash Manzanares-Céspedes However, despite multiple reported successes, anatomists' discussions still reflect elements doubt petition "go back normal," desire subsidence into familiarity dissection room (Basavanna Understandably, courses central curricular objective, hardest felt. Yet, showed hesitation resolve endure impediments challenged very essence mainstream education. absence spaces, take place elsewhere. students' local, home substituted university-based space. Learners using mobile devices, computers devices (i.e., smart phones, tablet computers, gaming platforms, hand-held ultrasounds, head-mounted displays) navigated way real dissection, imaging contextualizing surroundings (Langran, need development ambient space (ALS) architecture (Herczeg 2021), integrate applications would able initiate organize activities guide students process. ALS associated media platforms cloud-based databases accessible anywhere anytime most drastic adjustment however attributed lost diminished infrastructure provide hands-on To expound upon, loss data (images, videos, radiological content) but rather novice driven endured biggest incumbrance. opportunity, prevailed, outcomes appeared successfully achieved (Tucker Anderson, Chang So, forced moving us consider perspective recalibrating delivered students? writing editorial, we hope readers proposition—one challenges thinking leverage donor, platform developing non-technical skills known nontraditional discipline-independent (NTDIS) 2018; Evans We think time come start deliberating our donors. cohorts enrolled courses, enhanced utilization cadaveric-based training considered. digital capabilities begin open doors superior advanced experiences, they should considered valuable tool meet expectations needs. discussion transformative approach upon following drivers: (1) Dissection anatomy; (2) Body resource reinforcing concepts; (3) environment skill development; (4) Technology asset diversifying visualization student experiences forward. understanding paradigms about several instructive uncertainties elucidated. evidence affords if any advantage over study prosected specimens (Wisco Aziz 2019; Lackey-Cornelison, 2020) derived (Fasel 2016; McMillan Frithioff act especially first-year continues highly acclaimed position (McMenamin Wilson Basavanna Its claim, solely perceptions faculty appears marked consistent indications anxiety, discomfort, lack confidence ability high-quality outcomes. increasing number papers describe designed help prepare stress before embarking course (Houwink 2004; Iaconisi Zumwalt 2022a), coping pressure performance anxiety during (Bernhardt 2012; Bellier basic preparation (Yakura Very few studies suggest coupled effective pedagogical strategy (Pizzimenti 2016). hands learner, may double-edged sword intriguing some, daunting, limitation others, expert anatomist indispensable those training, practice, innovation. authentic (Pawlina Drake, 2016), core determined desired competency formulated build content targeted constructs practice. define "anatomical competency" relates surgeon, clinician, care provider assess, interpret navigate patient's terrain avoid procedural pitfalls enhance patient outcome. Placed Dreyfus classical five-stage acquisition (Dreyfus Dreyfus, 1980), identified background limited landscape, terminology system interpreting without markers apply average undergraduate, medical, dental, profession learner. must acknowledge today indeed some level undergraduate exposure insufficient depth will compounded primary subject. No date succeeded empirical support notion informs surgical prowess. al. (2018) meta-analysis pedagogies, present true retention result prolonged engagement material; aptitude interactions data, application process anatomically competent. remains unrivaled instructional capacity. An excellent prosection surpasses simulated synthetically created variations pathological alterations (Pather, superiority only formidable demonstratable. atlases, videos software outstanding productions dissected material (Netter 3D, Netter, Agur Dalley, Acland, Anatomy.TV, 2022), everyday undependable clear demonstration influenced adeptness dissector, technique exposure, status tools used point view. outpace moves driven, visually directed platform, intentional instruction. This involves integration aligned serve twofold objectives: reduce curve. days straining appreciate broad field, single angle (dissector's) view; passing off difficult areas "nice-to know don't worry it" strategy; acceptance satisfaction unrepeatable view smaller structures helplessness comes consequence disrupt destroy earlier longer necessary. Perhaps now, near future, certainty influence creatively resonant inevitably reorganize cadaver laboratory. Meeting certainly depend engage paradigm shift, combine learner's anatomy. continually focus promotion Lachman McDaniel lends credence fact early introduction aviation industry positive advancement (Pal Collins Wisz, nothing else, growing believe impactful emanates competencies attributes professionalism, professional identity formation, teamwork, ethical standards, reflection acknowledgment death dying (Escobar-Poni Poni, 2006; Jones, Kumar Ghosh Kumar, Parker Randall, Shiozawa Abrams Greene Scott, Cline Loss seen forfeiture journey resulting instructor hesitance venturing out realm. transitional landscape provides ideal growth, recognition pervasive across longitudinal curriculum. If meaningful (by both instructors) platforms. considering outside important identify stand-in substitution classroom. independent requires mechanisms work capabilities. Across interface, communication, conscious gift donation when intentionally curriculum, less Learning draw attainment frameworks synchronous, asynchronous, reflective exercises (Shiozawa decade, instructors forge ahead lay foundations next iteration interacting donors platform. emergence brings bank rich multidisciplinary cross field experiences. Advancements benefitted adoption intrinsic industries light, worth exploring Protocols face-to face digitally connected classrooms; Frameworks synchronous videoconferencing instruction via networks teams (Schmitt Eilderts, 2018); Immersive experiential (Dunne McDonald, 2010; Hendricks Simulation systems augmented cultural (Qin Chaimongkol, Maar 2022); (5) Artificial intelligence-based generated characters (metahumans) assets (de Borst de Gelder, Stein Ohler, 2017) proficiency clinic. Perhaps, archetypes propensity (Kwong Papalois 2022) advance evolving social agenda, reinforce responsibilities diversity equity inclusion wider outreach improve. backdrop "digital transformation" driver emerged fulcrum change. literature, transformation, defined "change company uses technologies, extract bring value organization" (Verhoef transform market commercially mostly aimed tables 3D removable tissue layers options). holds academic become engaging programs, however, these products dwell supplemental capital presence risk falling short question therefore debate around delivers best whose potential waived trepidation attempting upend tradition. Given feasible reforming (Berman, Verhoef relevant relatable context. Variety extrinsic drivers (motivators disruptors) play role are: alignment reasoning, etc.,) (anatomical competency), appropriate scarce (donor material), availability (photogrammetry, high-definition video capture, live stream endoscopic cameras), base, flexibility, adaptive individualized limitations authenticity, accuracy available products. general, power lies scope objectives itself (Kane 2015). Thus, success transformational sustainability strategic imperatives linked Digital Resources (assets form high-resolution images, recording 3D-captured data); Defined Organizational Structure (instructor driven-learner centered instructor–technologist—learner partnership, platform); Growth Strategy (agile diversify adapt, organization sharing); Metrics Goals (competency outcome-based assessment). akin organizational structure—one exchange qualitative couples point, integral science constituent capacity life-long purports stagnate antiquated scaffold "old practice." Transformation, design, commitment reposition fundamental fit rendition applicability. Whether buy not, brought changed being taught learned fervor high yield, targeted, purposeful Every effort initiating every driving crucial responsibility claim rapidly changing infrastructure. want admit while lament return strums strings familiarity, successes came uncertainty tangible. address doctrines … convinced outpaced redundant serves differently novice, beginner, competent, proficient, acknowledging shared broader far stand precipice reach relevance dependent collective made present.

Язык: Английский

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The question of dissection in medical training: Not just “if,” but “when”? A student perspective

Anatomical Sciences Education, Год журнала: 2022, Номер 15(2), С. 281 - 290

Опубликована: Янв. 7, 2022

Abstract While debate about the use of—and alternatives to—human cadaveric dissection in medical training is robust, little attention has been paid to questions timing. This study explores perspectives of students and recent graduates with regard two key questions: when degree program do prefer opportunities what are getting out participating dissection? Self‐report survey data from preclinical years ( n = 105), clinical 57), 13) were analyzed. Most (89%) preferred during years, no effect by year χ 2 1.98, p 0.16), previous anatomy 3.64, 0.31), or 3.84, 0.26) experience. Three findings emerged. First, majority dissect because they view as important for developing foundation knowledge delivering an opportunity consolidation prior transitioning primarily studies. In addition, recognize that it a time‐consuming activity requiring specialized facilities. Second, three main understandings purpose reported: depth learning, learning experience, real‐world equivalence. Third, these student associated timing preferences opportunities. The results identify phase optimal time strategically integrate into order maximize benefits this unique minimize its impact upon curricular time.

Язык: Английский

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Evolving strategies in whirlwind mode: The changing face of anatomy education during Covid‐19 pandemic

Anatomical Sciences Education, Год журнала: 2022, Номер 15(6), С. 1103 - 1119

Опубликована: Авг. 4, 2022

The Covid-19 pandemic stipulated adoption of unfamiliar strategies for delivering anatomy education in online mode. factors which determine are variable across geographical regions. It was perceived that an overview around the globe would be useful anatomists. Hence this narrative review undertaken to collate observations from different regions pertaining adopted during pandemic. Data relevant topic study were extracted 12 articles selected initial pool 317 based on search criteria set review. Subtle differences core implied baseline response anatomists similar evident digital tools key elements by educators classes globe. Interestingly, a considerable gap terms number and variety used (those requiring commercial purchase) noted between economically developed developing This may have impact learning outcome students even lead variations anatomical knowledge observed offline human dissection sessions incorporated into practical one region as positive cases showed declining trend. development is worth emulating elsewhere cautious assessment prevailing situation. From broad perspective timely introduction ensured delivery gave evolved outlook fabric education.

Язык: Английский

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Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom

Clinical Anatomy, Год журнала: 2022, Номер 36(1), С. 137 - 150

Опубликована: Сен. 7, 2022

There is an increasing need to facilitate enhanced student engagement in anatomy education. Higher education students differ academic preferences and abilities so, not all teaching strategies suit students. Therefore, it suggested that curricula design delivery adapt sustain learner engagement. Enhanced a fundamental feature of Universal Design for Learning (UDL). The aim this study determine if educators the Republic Ireland (ROI) United Kingdom (UK) are aware UDL assess if, what extent, has been implemented healthcare An anonymous online questionnaire was administered higher level institutions ROI UK. Inductive content analysis used identify impact on learning, engagement, motivation, as perceived by participants. response rate 23% (n = 61). Nineteen participants stated they knew UDL. Of these, 15 had utilized their anatomy. Analysis indicated perception mixed. However, majority responses relating were positive. respondents unaware but identified frameworks' checkpoints within curriculum, suggesting have unknowingly incorporated elements curriculum delivery. lack information benefits explicit utilization motivation learn programs

Язык: Английский

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Promoting more future‐ready anatomy education after the Covid‐19 pandemic: A scoping review

Anatomical Sciences Education, Год журнала: 2022, Номер 15(6), С. 1120 - 1137

Опубликована: Окт. 7, 2022

Abstract The coronavirus disease 2019 (Covid‐19) pandemic caused an abrupt transition from face‐to‐face to online anatomy teaching, learning, and assessment. Although education has ensured the continuity of during pandemic, its implementation been challenging, effectiveness questioned. Therefore, literature pertinent is crucial explain Covid‐19's disruptions this field. Accordingly, scoping review explored changes, disruptions, gaps in teaching assessment Covid‐19 using enhanced version Arksey O′Malley's six‐stage protocol. Five databases were searched for articles that described changes education. Three independent researchers involved titles, abstracts, full texts screening, while another four independently data extraction, charting, synthesis. This revealed six themes: immediate strategic plans actions, learning practice, students' educators' receptivity adaptability, effects, future directions. It also gaps: non‐future‐ready curricula, obstacles, administrative challenges, ethical issues. results reported tabular narrative forms, following PRISMA Extension Scoping Reviews (PRISMA‐ScR guidelines). Understanding evolution will help anatomists design future‐ready, adaptable curricula.

Язык: Английский

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