Evidence map›Paper›PMID 32306555›Full record

ArticleAnatomical sciences education2020

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

Nalini Pather, Phil Blyth, Jamie A Chapman, Manisha R Dayal, Natasha A M S Flack, Quentin A Fogg, Rodney A Green, Anneliese K Hulme, Ian P Johnson, Amanda J Meyer and 8 more

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PubMed Full text at PMC Publisher
In one paragraph

Article in Anatomical sciences education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 144 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
144citing papers in PubMed, 2 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

144 citing papers in PubMed, 2 syntheses or guidelines pooled it.

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84 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

18 authors.

Nalini PatherDepartment of Anatomy Education, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia.ORCID https://orcid.org/0000-0001-5288-7713
Phil BlythDepartment of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand.
Jamie A ChapmanTasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Tasmania, Australia.
Manisha R DayalSchool of Science, Western Sydney University, Sydney, New South Wales, Australia.
Natasha A M S FlackDepartment of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand.
Quentin A FoggDepartment of Anatomy and Neuroscience, School of Biomedical Sciences, The University of Melbourne, Melbourne, Victoria, Australia.
Rodney A GreenDepartment of Pharmacy and Biomedical Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia.ORCID https://orcid.org/0000-0001-8210-285X
Anneliese K HulmeDepartment of Anatomy Education, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia.
Ian P JohnsonDepartment of Biomedical Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, New South Wales, Australia.
Amanda J MeyerSchool of Human Sciences, Faculty of Science, The University of Western Australia, Perth, Western Australia, Australia.
John W MorleySchool of Medicine, Western Sydney University, Sydney, New South Wales, Australia.
Peter J ShortlandSchool of Science, Western Sydney University, Sydney, New South Wales, Australia.
Goran ŠtrkaljDepartment of Anatomy Education, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia.ORCID https://orcid.org/0000-0003-0973-0707
Mirjana ŠtrkaljDepartment of Biomedical Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, New South Wales, Australia.
Krisztina ValterMedical Education Unit, Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia.
Alexandra L WebbMedical Education Unit, Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia.ORCID https://orcid.org/0000-0002-5571-5754
Stephanie J WoodleyDepartment of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand.
Michelle D LazarusCentre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia.ORCID https://orcid.org/0000-0003-0996-4386

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

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.

Indexed as

Communicable Disease ControlAnatomyAustraliaCoronavirus InfectionsCOVID-19CurriculumEducation, DistanceHumansNew ZealandPandemicsPneumonia, ViralSchools, MedicalTeachingactive learningAustraliaCovid-19 pandemicgross anatomy educationmedical educationNew Zealandonline deliveryonline practical anatomyreflective practicesremote learningstudent well-beingworkload

Identifiers

PMID32306555
PMCPMC7264523

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.