ArticleAnatomical sciences education2022
An analysis of anatomy education before and during Covid-19: August-December 2020.
Article in Anatomical sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers.
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Who cites it
25 citing papers in PubMed, 90 citations in OpenAlex.
- Promoting self-regulated learning: using online question bank testing system to improve the efficiency of regular quizzes.BMC medical education · 2026Article
- Interactive, Image-Based Modules as a Complement to Prosection-Based Anatomy Laboratories: Multicohort Evaluation.JMIR medical education · 2026Article
- Impact of COVID-19 on anatomy education: a student-based survey and future perspectives.Frontiers in medicine · 2026Article
- A global overview of anatomical science education and its present and future role in biomedical curricula.Anatomical sciences education · 2026Review
- From pandemic to earthquakes: crisis-driven challenges in distance anatomy education.BMC medical education · 2025Article
- A 3-dimensional neuroanatomy pilot course for neurosurgical training amongst learners of differing seniorities.BMC medical education · 2025Article
- Current trends in anatomy course characteristics across US physician assistant programs.Anatomical sciences education · 2025Article
- 3D Visualized Anatomy Model Software for Teaching Acupoints and Related Neurovascular Musculature in Korean Acupoint Practice Classes.Medical acupuncture · 2025Article
- Article
- Immersive collaborative virtual reality for case-based graduate student teaching in thoracic surgery: A piloting study.Surgery open science · 2024Article
- Using Disruptive Technologies in the Anatomy Discipline After the COVID-19 Pandemic: A Scoping Review.Medical science educator · 2024Article
- Plastinate Library: A Tool to Support Veterinary Anatomy Learning.Animals : an open access journal from MDPI · 2024Article
- New challenges in mitigating climate change: Digital teaching for the sustainable development and innovation.Heliyon · 2023Article
- Commentary: Is There a Lack of Insight on the Anatomy Teaching Adaptations Made by "Cadaver-Free" Medical Schools in Response to the COVID-19 Pandemic?Medical science educator · 2023Article
- Lessons for Medical and Health Education Learned from the COVID-19 Pandemic.Healthcare (Basel, Switzerland) · 2023Article
- Putting the Cart Before the Horse? Developing a Blended Anatomy Curriculum Supplemented by Cadaveric Anatomy.Advances in experimental medicine and biology · 2023Article
- Has pedagogy, technology, and Covid-19 killed the face-to-face lecture?Anatomical sciences education · 2022Article
- Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students' experience and learning performance.Anatomical sciences education · 2022Article
- The blacksmith approach: a strategy for teaching and learning in the medical anatomy course (a qualitative study).BMC medical education · 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
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Authors and funding
11 authors at 9 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
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.
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