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      Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic

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          Abstract

          Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid‐19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government‐imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid‐19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands‐on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.

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          Most cited references42

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          Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review

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            Best teaching practices in anatomy education: A critical review.

            In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research towards evaluation of the suitability of the new teaching methodologies in new curricula and student perceptions of integrated and multimodal teaching paradigms, and the ability of these to satisfy learning outcomes.
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              Going Virtual to Support Anatomy Education: A STOPGAP in the Midst of the Covid‐19 Pandemic

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                Author and article information

                Contributors
                n.pather@unsw.edu.au
                Journal
                Anat Sci Educ
                Anat Sci Educ
                10.1002/(ISSN)1935-9780
                ASE
                Anatomical Sciences Education
                John Wiley and Sons Inc. (Hoboken )
                1935-9772
                1935-9780
                10 May 2020
                May-Jun 2020
                : 13
                : 3 , Covid‐19 and Anatomy Education ( doiID: 10.1002/ase.v13.3 )
                : 284-300
                Affiliations
                [ 1 ] Department of Anatomy Education School of Medical Sciences Faculty of Medicine University of New South Wales Sydney New South Wales Australia
                [ 2 ] Department of Anatomy School of Biomedical Sciences University of Otago Dunedin New Zealand
                [ 3 ] Tasmanian School of Medicine College of Health and Medicine University of Tasmania Hobart Tasmania Australia
                [ 4 ] School of Science Western Sydney University Sydney New South Wales Australia
                [ 5 ] Department of Anatomy and Neuroscience School of Biomedical Sciences The University of Melbourne Melbourne Victoria Australia
                [ 6 ] Department of Pharmacy and Biomedical Sciences, College of Science, Health and Engineering La Trobe University Bendigo Victoria Australia
                [ 7 ] Department of Biomedical Sciences Faculty of Medicine, Health and Human Sciences Macquarie University Sydney New South Wales Australia
                [ 8 ] School of Human Sciences Faculty of Science The University of Western Australia Perth Western Australia Australia
                [ 9 ] School of Medicine Western Sydney University Sydney New South Wales Australia
                [ 10 ] Medical Education Unit Medical School College of Health and Medicine Australian National University Canberra Australian Capital Territory Australia
                [ 11 ] Centre for Human Anatomy Education Department of Anatomy and Developmental Biology Faculty of Medicine Nursing and Health Sciences Monash University Melbourne Victoria Australia
                [ 12 ] Monash Centre for Scholarship in Health Education, Faculty of Medicine Nursing and Health Sciences Monash University Melbourne Victoria Australia
                Author notes
                [*] [* ] Correspondence to: Dr. Nalini Pather, School of Medical Sciences, Faculty of Medicine, UNSW Sydney, PO Box 2052, Sydney, NSW, Australia. E‐mail: n.pather@ 123456unsw.edu.au

                Author information
                https://orcid.org/0000-0001-5288-7713
                https://orcid.org/0000-0001-8210-285X
                https://orcid.org/0000-0003-0973-0707
                https://orcid.org/0000-0002-5571-5754
                https://orcid.org/0000-0003-0996-4386
                Article
                ASE1968
                10.1002/ase.1968
                7264523
                32306555
                834a4e3c-1153-4a29-b413-a06c17f3e875
                © 2020 American Association for Anatomy

                This article is being made freely available through PubMed Central as part of the COVID-19 public health emergency response. It can be used for unrestricted research re-use and analysis in any form or by any means with acknowledgement of the original source, for the duration of the public health emergency.

                History
                : 06 April 2020
                : 15 April 2020
                : 16 April 2020
                Page count
                Figures: 1, Tables: 2, Pages: 14, Words: 20966
                Categories
                Research Report
                Research Reports
                Custom metadata
                2.0
                May/June 2020
                Converter:WILEY_ML3GV2_TO_JATSPMC version:5.8.3 mode:remove_FC converted:02.06.2020

                gross anatomy education,medical education,covid‐19 pandemic,australia,new zealand,online delivery,student well‐being,reflective practices,workload,online practical anatomy,active learning,remote learning

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