An analysis of anatomy education before and during Covid-19: August-December 2020

Authors

Stefanie M. Attardi, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA.
Derek J. Harmon, Department of Anatomy, University of California, San Francisco, School of Medicine, San Francisco, California, USA.
Malli Barremkala, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA.
Danielle C. Bentley, Division of Anatomy, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
Kirsten M. Brown, Department of Anatomy and Cell Biology, George Washington University School of Medicine and Health Sciences, Washington, DC, USA.
Jennifer F. Dennis, Department of Anatomy, Kansas City University College of Medicine, Joplin, Missouri, USA.
Haviva M. Goldman, Department of Neurobiology and Anatomy, Drexel University College of Medicine, Philadelphia, Pennsylvania, USA.
Kelly M. Harrell, Department of Anatomy and Neurobiology, Virginia Commonwealth University School of Medicine, Richmond, Virginia, USA.
Barbie A. Klein, Department of Anatomy, University of California, San Francisco, School of Medicine, San Francisco, California, USA.
Christopher J. Ramnanan, Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada.
Gary J. Farkas, Department of Physical Medicine and Rehabilitation, University of Miami Miller School of Medicine, Miami, Florida, USA.

Document Type

Journal Article

Publication Date

1-1-2022

Journal

Anatomical sciences education

Volume

15

Issue

1

DOI

10.1002/ase.2152

Keywords

Covid-19; coronavirus; gross anatomy education; integrated curriculum; laboratory; lecture; medical education; online anatomy; remote teaching; stand-alone course; virtual anatomy

Abstract

Coronavirus disease-2019 (Covid-19) disrupted the in-person teaching format of anatomy. To study changes in gross anatomy education that occurred during August-December, 2020 compared to before the pandemic, an online survey was distributed to anatomy educators. The 191 responses received were analyzed in total and by academic program, geographic region, and institution type. Cadaver use decreased overall (before: 74.1 ± 34.1%, during: 50.3 ± 43.0%, P < 0.0001), as well as across allopathic and osteopathic medicine, therapy, undergraduate, and veterinary programs (P < 0.05), but remained unchanged for other programs (P > 0.05). Cadaver use decreased internationally and in the US (P < 0.0001), at public and private (P < 0.0001) institutions, and among allopathic medical programs in Northeastern, Central, and Southern (P < 0.05), but not Western, US geographical regions. Laboratories during Covid-19 were delivered through synchronous (59%), asynchronous (4%), or mixed (37%) formats (P < 0.0001) and utilized digital resources (47%), dissection (32%), and/or prosection (21%) (P < 0.0001). The practical laboratory examination persisted during Covid-19 (P = 0.419); however, the setting and materials shifted to computer-based (P < 0.0001) and image-based (P < 0.0001), respectively. In-person lecture decreased during Covid-19 (before: 88%, during: 24%, P = 0.003). When anatomy digital resources were categorized, dissection media, interactive software, and open-access content increased (P ≤ 0.008), with specific increases in BlueLink, Acland's Videos, and Complete Anatomy (P < 0.05). This study provided evidence of how gross anatomy educators continued to adapt their courses past the early stages of the pandemic.

APA Citation

Attardi, Stefanie M.; Harmon, Derek J.; Barremkala, Malli; Bentley, Danielle C.; Brown, Kirsten M.; Dennis, Jennifer F.; Goldman, Haviva M.; Harrell, Kelly M.; Klein, Barbie A.; Ramnanan, Christopher J.; and Farkas, Gary J., "An analysis of anatomy education before and during Covid-19: August-December 2020" (2022). GW Authored Works. Paper 422.
https://hsrc.himmelfarb.gwu.edu/gwhpubs/422

Department

Anatomy and Regenerative Biology