ArticleCroatian medical journal2021
The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology.
Article in Croatian medical journal, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 2 of them syntheses that pooled 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.
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.
Who cites it
11 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Achievement of learning outcomes in non-traditional (online) versus traditional (face-to-face) anatomy teaching in medical schools: A mixed method systematic review.Clinical anatomy (New York, N.Y.) · 2023Pooled it
- One year of anatomy teaching and learning in the outbreak: Has the Covid-19 pandemic marked the end of a century-old practice? A systematic review.Anatomical sciences education · 2022Pooled it
- Integrated e-Learning for Shoulder Anatomy and Clinical Examination Skills in First-Year Medical Students: Randomized Controlled Trial.JMIR medical education · 2025Trial
- Integrating virtual reality to enhance remote teaching of anatomy during unprecedented times.Anatomy & cell biology · 2025Article
- Balancing tradition and innovation: rethinking the dichotomy in anatomy teaching.Croatian medical journal · 2025Review
- Comparison of online to face-to-face instruction for anatomy review in a third-year clinical course.The Journal of chiropractic education · 2024Article
- Virtual Classrooms and Their Challenge of Interaction-An Evaluation of Chat Activities and Logs in an Online Course about Digital Medicine with Heterogeneous Participants.International journal of environmental research and public health · 2022Article
- No cuts, no buts: Satisfaction of first-year medical students with a hybrid prosection-based model for learning gross anatomy during the Covid-19 pandemic.Anatomical sciences education · 2022Article
- Anatomy in times of pandemia - Impact on teaching and body donations.Annals of anatomy = Anatomischer Anzeiger : official organ of the Anatomische Gesellschaft · 2022Article
- Evaluation of views and perceptions of the medical faculty students about distance anatomy education during the COVID-19 pandemic.Surgical and radiologic anatomy : SRA · 2022Article
- Perceptions, satisfactions, and performance of undergraduate students during Covid-19 emergency remote teaching.Anatomical sciences education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimTo compare the efficacy of different components of online and contact anatomy classes as perceived by medical students.
methodsAn anonymous course evaluation survey was conducted at the end of the academic year 2019/2020. The organization of classes due to the SARS-CoV-2 pandemic provided our students with a unique opportunity to compare online and contact classes. Students' responses were analyzed according to the type of obtained data (ratio, ordinal, and categorical).
resultsThe response rate was 95.58%. Approximately 90% of students found anatomical dissection and practical work in general to be the most important aspect of teaching, which could not be replaced by online learning. During online classes, students missed the most the interaction with other students, followed by the interaction with student teaching assistants and teaching staff. Very few students found contact lectures useful, with most students reporting that they could be replaced with recorded video lectures. In contrast, recorded video lectures were perceived as extremely helpful for studying. Regular weekly quizzes were essential during online classes as they gave students adequate feedback and guided their learning process. Students greatly benefitted from additional course materials and interactive lessons, which were made easily available via e-learning platform.
conclusionsAnatomical dissection and interaction during contact classes remain the most important aspects of teaching anatomy. However, online teaching increases learning efficiency by allowing alternative learning strategies and by substituting certain components of contact classes, thus freeing up more time for practical work.
Indexed as
Identifiers
33938657PMC8107989What OpenQuestion holds
Registered trials
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.