The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students’ understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.
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A global overview of anatomical science education and its present and future role in biomedical curricula Michael Hortsch, Virginia Claudia Carneiro Girão‐Carmona, Ana Caroline Rocha de Melo Leite, Ilias P. Nikas, Margaret K. Gatumu, Nii Koney‐Kwaku Koney, Benjamin Arko‐Boham, Doris George Yohannan, Aswathy Maria Oommen, Yan Li, Jian Yang, Alexandra F. Trollo Anatomical Sciences Education.2026; 19(1): 5. CrossRef
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Purpose Spatial perception is an essential skill for professional dentists. The objective of this study was to observe the spatial ability, as well as anatomy module grades, of dental students at a dental education center in Indonesia and relate these to gender and cohort.
Methods A cross-sectional study was carried out where dental students in years (cohorts) 1, 2, 4–6 were invited to take the Revised Purdue Spatial Visualization Test (PSVT-R) and the redrawn Vandenberg and Kuse Mental Rotation Test (MRT) in order to assess spatial ability. In addition, the 1st- and 2nd-year dental students carried out gross anatomy assessments. Spatial ability test results were compared using an independent t-test to detect gender differences, one-way analysis of variance to inspect cohort differences, and correlation relative to anatomy module scores.
Results A total of 326 dental students voluntarily participated. Statistically significant gender differences were found in both spatial ability tests in the overall sample (PSVT-R: p<0.001; MRT: p=0.001). When the 1st- and 2nd-year dental students were pooled, significant gender differences were detected, in which males scored higher than females in both spatial ability tests (PSVT-R: p<0.001; MRT: p=0.003). In anatomy, however, females scored higher than the males (p=0.005). In addition, there were weak to moderate, but significant correlations between spatial ability tests and anatomy scores.
Conclusion This study indicated that spatial ability may not be the only factor predicting the academic performance of dental students. However, dental students with low spatial ability scores may need supplementary educational techniques when learning specific spatial tasks.
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Purpose This study investigated students’ perceptions of non-face-to-face theory classes and face-to-face laboratory classes conducted in anatomy courses at medical schools during the coronavirus disease 2019 pandemic.
Methods This study utilized a questionnaire to assess self-reported academic achievement level, satisfaction with non-face-to-face theory classes, satisfaction with face-to-face laboratory classes, and self-directed learning level, and conducted difference verification and regression analysis for 51 students who took anatomy courses from the fall semester of 2020 to the spring semester of 2021.
Results The group with a high self-reported academic achievement level was more satisfied with the non-face-to-face theory classes than the group with a low self-reported academic achievement level. The group with a high self-reported academic achievement level had a higher self-directed learning level than the group with a low self-reported academic achievement level. In addition, it was found that the higher the self-directed learning level, the higher the satisfaction with non-face-to-face theory classes.
Conclusion These results suggest that to enhance satisfaction with non-face-to-face theory classes in an anatomy course, a favorable class environment that can increase the self-directed learning level is needed. In particular, careful concern is required when designing non-face-to-face classes for students with a low self-reported academic achievement.
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Purpose The spotter’s ( objective ly structured practical examination) is an assessment tool which is widely used to test the practical knowledge of anatomy extensively. In Indian context it is used as an inclusive model in the gross anatomy practical examination and the marks allotted to it varies. The traditional spotter examination often has been blamed for only incorporating the initial levels of revised Bloom’s taxonomy. This study retrospectively analysed the pre-professional spotter’s examination score and tested its efficacy in terms of reliability, internal consistency, validity, educational impact, and resource intensiveness.
Methods The summative data of student’s score on four different days of unrepeated spotter’s examination and final theory examination score was collected and tabulated. These four group of students acted as independent cohorts. The difficulty index (DI), point biserial correlation (PBC), Cronbach α (CA) and descriptive statistics of each cohort were calculated. Revised bloom taxonomy rating was applied to spotter’s.
Results We found heterogenous distribution of spotter’s in each cohort according to DI. The PBCs and CA of each cohort were acceptable. The majority of spotter’s tested the cognitive and comprehension domain of revised bloom’s taxonomy. There was nonsignificant difference between mean scores of cohorts but we found low positive significant correlation between theory and spotter’s score.
Conclusion We concluded that the construct of spotter’s was reliable, internally consistent, had fair validity, variable educational impact, and sustainable resource intensiveness. We propose urgent redesigning of spotter’s to include higher level of taxonomy to comply with emerging curricular changes.
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Methods The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software.
Results The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further.
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PURPOSE The purpose of this study was to investigate the reactions of medical students to cadaver dissection and their preferred learning methods in studying anatomy.
METHODS Participants were 110 first-year medical students 57 from a pre-medical course and 53 from the graduate entry level. A self-reported questionnaire survey was used to assess students' emotional and physical reactions to their encounters with cadavers in the dissecting room and their preferred teaching and learning methods and materials.
Frequency, paired t-test, and cross-sectional analyses were conducted.
RESULTS Most students experienced negative physical symptoms, such as eye soreness (72%), mile headache or dizziness (40%), headache (18%), decrease in appetite (17%), nausea (15%), and disgust (10%), in the first encounter with a cadaver in the dissection room. They also experienced adverse emotional responses, such as surprise (38%), depression (37%), sadness (23%), fear (23%) and feelings of guilt (19%), anxiety (17%), and crying (2.7%). However, most of these reactions decreased significantly 8 weeks later, except for nausea. Regarding teaching and learning methods, students reported that lectures and cadaver dissections were the most helpful methods in studying anatomy.
CONCLUSION The results shows that initial encounters with a cadaver in the dissecting room caused emotional and physical distress to first-year medical students, but most students adapted gradually to the stressful learning environment. In addition, students regarded cadaver dissection as one of the most helpful learning experiences in studying anatomy.
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PURPOSE This study was designed to investigate how medical students' achievement goal orientations towards anatomy class influence perceived affect towards anatomy learning.
METHODS Participants were 124 medical students. Students' self-report measures were used for the assessment of their achievement goal orientations, perceived value, interests, effort, tension, test anxiety, and negative dissection experiences. Correlation and multiple regression analyses were used for the data analyses. RESULTS: Students with high levels of mastery-approach goals displayed high interests, values, and efforts while they showed low levels of tension, test anxiety, and negative dissection experiences. In contrast, students with high mastery- and performance-avoidance goals showed high levels of tension and/or test anxiety. Students' performance-approach goals are positively associated with both high effort and high negative dissection experiences. CONCLUSION: These findings offer theoretical and practical implications for anatomy teaching and learning by suggesting that students' learning experiences vary in terms of students' achievement goal orientations which may make differences in students' psychological experiences in a class.
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To determine whether computer aided sessions can effectively replace some of the labor intensive laboratories in human gross anatomy, second-year medical students at the College of Medicine, Chung-Ang University were randomly assigned to either a traditional cadaver-dissection or self-learning using intensive computer programs of gross anatomy covering the same materials. After finishing the six-week anatomy course covering the upper and lower extremities, two groups of students were tested in written and practical examinations. Even though they were tested on an actual cadaver, in a statistical analysis, the performance of thirty students in the computer-lab were not significantly different from sixty-five students group in the dissecting lab. It strongly suggestes that part of traditional gross anatomy laboratory can be replaced to a digitalized laboratory.
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Responses of Korean physical therapy students after practice with a virtual anatomical system in Japan Heonsoo Han, Jun Kosaka, Seung-Chul Chon, Masafumi Itokazu, Akira Kubo Journal of Physical Therapy Science.2017; 29(10): 1749. CrossRef
Usefulness of a PC-Based Digitalized Recording System for Cystoscopy in Medical Education Tongwook Kim, Hyuk Jung Kweon, Jong-Moon Kim, Tae-Ho Kim, Seok Woo Moon Korean Journal of Medical Education.2011; 23(1): 33. CrossRef
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