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Gellisch M, Morosan-Puopolo G, Brand-Saberi B, Schäfer T. Adapting to new challenges in medical education: a three-step digitization approach for blended learning. BMC MEDICAL EDUCATION 2024; 24:585. [PMID: 38807088 PMCID: PMC11134748 DOI: 10.1186/s12909-024-05503-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2024] [Accepted: 05/02/2024] [Indexed: 05/30/2024]
Abstract
This research work focuses on evaluating the development of our three-step digitization approach, designed to transform traditional lectures into engaging digital learning experiences. Aimed at offering an easy-to-use solution for educators, this approach addresses the pressing challenges of modern educational environments by enhancing accessibility, engagement, and effectiveness of learning through digital means.Quantitative analysis demonstrated a notable increase in knowledge gain for students engaged with the digital format (t(230) = -2.795, p = 0.006) over traditional methods. Additionally, it was observed that the online setting significantly improved concentration levels (t(230) = -5.801, p < .001) and reduced distractions (t(230) = 2.848, p = 0.005). Emotional assessments, based on the Achievement Emotions Questionnaire (AEQ), indicated an elevation in enjoyment (t(230) = -4.717, p < .001) and a reduction in anxiety (t(230) = 9.446, p < .001) within the digital learning environment. A substantial preference for the digital course format was expressed by 61.0% of participants, with 71.4% acknowledging its superior efficiency compared to 14.3% for traditional lectures.Qualitative feedback underscored the digital format's flexibility, comprehensive learning experience, and immediate feedback as key benefits. Nevertheless, nuances such as a preferred understanding in face-to-face interactions and the absence of a social component in digital settings were noted.To conclude, the findings from this study illuminate the significant advantages of the three-step digitization approach in meeting contemporary educational challenges. By facilitating an enhanced knowledge acquisition and fostering a supportive emotional climate, this approach signifies a promising direction for the future of medical education and beyond, fusing the convenience of digital solutions with the depth and engagement of traditional learning methodologies.
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Affiliation(s)
- Morris Gellisch
- Center for Medical Education, Ruhr-University Bochum, 44801, Bochum, Germany.
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801, Bochum, Germany.
| | - Gabriela Morosan-Puopolo
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801, Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801, Bochum, Germany
| | - Thorsten Schäfer
- Center for Medical Education, Ruhr-University Bochum, 44801, Bochum, Germany
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Sosanya ME, Freeland-Graves JH, Gbemileke AO, Adesanya OD, Akinyemi OO, Ojezele SO, Samuel FO. Why Acute Undernutrition? A Qualitative Exploration of Food Preferences, Perceptions and Factors Underlying Diet in Adolescent Girls in Rural Communities in Nigeria. Nutrients 2024; 16:204. [PMID: 38257097 PMCID: PMC10819043 DOI: 10.3390/nu16020204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Revised: 12/21/2023] [Accepted: 12/30/2023] [Indexed: 01/24/2024] Open
Abstract
BACKGROUND Adolescent girls are nutritionally vulnerable due to their rapid growth and increased nutrient requirements. Nigeria has the sixth-largest population in the world. This study qualitatively explored the food preferences, perceptions of nutritive value and factors underlying food consumption of adolescent girls in rural communities in Nigeria. METHODS The data were collected via the free listing of foods and focus group sessions conducted in the Hausa language with 48 unmarried adolescent girls. The discussions were audio-recorded, transcribed, translated into English, and analyzed using a deductive thematic framework. RESULTS The mean age of the respondents was 13.0 ± 2.7, and almost half (48%) had a primary school education. A total of 19 and 23 foods were identified as preferred, and perceived as nourishing, respectively. The top 10 foods present on both free lists overlapped considerably in terms of cognitive salience. The focus group themes included nutrition knowledge, food preferences, autonomy, household food allocation, courtship practices, and agricultural landscapes and economic access. The participants had minimal knowledge of nutrients and food groups, and their preferred foods were limited in diversity. The key factors in food preferences were desirable health effects, sensory attributes, and the contribution of foods to a desirable body image for marriage. Household food choices depended on parents. Thus, a desire for independence was an incentive for early marriage, mostly at 13 to 17 years. Gender inequities in household food distribution (quantity) and animal protein intake were reported. The participants believed that boys need more food for strength to impregnate girls. As part of a courtship practice, the girls received gifts of animal source foods from potential suitors. The food options were limited by financial challenges and low agricultural diversity. CONCLUSION To interrupt the cycle of inadequate food consumption and undernutrition in these adolescent girls, policy makers need to promote nutrition education and address the underlying determinants of inequitable access to nutritious foods.
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Affiliation(s)
- Mercy E. Sosanya
- Department of Nutritional Sciences, University of Texas at Austin, Austin, TX 78712, USA
- Department of Nutrition and Dietetics, The Federal Polytechnic, Bauchi 740102, Nigeria;
| | | | | | | | - Oluwaseun O. Akinyemi
- Department of Health Policy and Management, College of Medicine, University of Ibadan, Ibadan 200285, Nigeria
| | - Samuel O. Ojezele
- Department of Health Policy and Management, College of Medicine, University of Ibadan, Ibadan 200285, Nigeria
| | - Folake O. Samuel
- Department of Human Nutrition and Dietetics, College of Medicine, University of Ibadan, Ibadan 200132, Nigeria
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Zhai XY, Lei DC, Zhao Y, Jing P, Zhang K, Han JT, Ni AH, Wang XY. Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic. World J Psychiatry 2023; 13:1106-1120. [PMID: 38186724 PMCID: PMC10768495 DOI: 10.5498/wjp.v13.i12.1106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Revised: 11/02/2023] [Accepted: 12/04/2023] [Indexed: 12/19/2023] Open
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) epidemic disrupted education systems by forcing systems to shift to emergency online leaning. Online learning satisfaction affects academic achievement. Many factors affect online learning satisfaction. However there is little study focused on personal characteristics, mental status, and coping style when college students participated in emergency online courses. AIM To assess factors related to satisfaction with emergency online learning among college students in Hebei province during the COVID-19 pandemic. METHODS We conducted a cross-sectional survey of 1600 college students. The collected information included demographics, psychological aspects of emergent public health events, and coping style. Single factor, correlation, and multiple linear regression analyses were performed to identify factors that affected online learning satisfaction. RESULTS Descriptive findings indicated that 62.9% (994/1580) of students were satisfied with online learning. Factors that had significant positive effects on online learning satisfaction were online learning at scheduled times, strong exercise intensity, good health, regular schedule, focusing on the epidemic less than one hour a day, and maintaining emotional stability. Positive coping styles were protective factors of online learning satisfaction. Risk factors for poor satisfaction were depression, neurasthenia, and negative coping style. CONCLUSION College students with different personal characteristics, mental status, and coping style exhibited different degrees of online learning satisfaction. Our findings provide reference for educators, psychologists, and school administrators to conduct health education intervention of college students during emergency online learning.
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Affiliation(s)
- Xiao-Yan Zhai
- Institute of Mental Health of Hebei Medical University, Department of Clinical Psychology, Hebei General Hospital, Shijiazhuang 050051, Hebei Province, China
| | - Dong-Chuan Lei
- Sculpture Institute, Hebei Academy of Fine Arts, Shijiazhuang 050700, Hebei Province, China
| | - Yan Zhao
- Department of Pathogenic Biology, Hebei Medical University, Shijiazhuang 050017, Hebei Province, China
| | - Peng Jing
- Department of Clinical Psychology, Hebei General Hospital, Shijiazhuang 050051, Hebei Province, China
| | - Kun Zhang
- Basic Medical College, Hebei Medical University, Shijiazhuang 050017, Hebei Province, China
| | - Ji-Ting Han
- Department of Media Art, Shijiazhuang Information Engineering Vocational College, Shijiazhuang 052160, Hebei Province, China
| | - Ai-Hua Ni
- Department of Clinical Psychology, Hebei General Hospital, Shijiazhuang 050051, Hebei Province, China
| | - Xue-Yi Wang
- Institute of Mental Health of Hebei Medical University, Psychiatric Department of the First Hospital of Hebei Medical University, Shijiazhuang 050031, Hebei Province, China
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Kim DH. Distance versus face-to-face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners. Clin Anat 2023; 36:1016-1026. [PMID: 37476934 DOI: 10.1002/ca.24097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 06/12/2023] [Accepted: 06/29/2023] [Indexed: 07/22/2023]
Abstract
The provision of distance education has increased rapidly over the past few years owing to the COVID-19 pandemic. The core of gross anatomy distance education is three-dimensional (3D) visualization of anatomical structures, and the use of simple 3D visualization tools has increased as distance education has become more popular. The purpose of this study was to establish a more effective operation plan in dental hygiene by investigating learners' opinions about distance education of gross anatomy and 3D visualization tools, and by comparing and analyzing their academic achievements. The study involved 250 students and comprised an analysis of 120 students who took a head and neck anatomy class at the Department of Dental Hygiene at D University via distance learning during 2020-2022, and 130 graduates who had completed the class via face-to-face learning during 2015-2017. An online survey of 120 of the enrolled students comprised 10 questions asking for opinions on the head and neck anatomy distance learning classes, five questions on the 3D visualization tool, and five on general characteristics. Overall, the learners had positive perceptions of distance education for head and neck anatomy and the 3D visualization tool. Among the education methods compared, they generally preferred blended learning (n = 47, 39.2%). There was a significant preference for the distance learning method of asynchronous classes (n = 86, 94.5%). Analysis of academic achievements according to whether or not distance education was conducted revealed a significantly higher score in the face-to-face class group (P < 0.05). A blended learning method can be effective in increasing learner satisfaction and improving academic achievement in gross anatomy classes on dental hygiene. It is suggested that theoretical material should be learned through asynchronous content and knowledge expanded through small-group activities during face-to-face learning. This will help establish a standard model for teaching of gross anatomy in dental hygiene in the postpandemic era.
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Affiliation(s)
- Da-Hye Kim
- Department of Dental Hygiene, College of Bio-Health Convergence, Dongseo University, Busan, South Korea
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Bazrgar A, Rahmanian M, Ghaedi A, Heidari A, Bazrafshan M, Amini M, Bazrafshan H, Ahmadpour M, Bazrafshan Drissi H. Face-to-face, online, or blended: which method is more effective in teaching electrocardiogram to medical students. BMC MEDICAL EDUCATION 2023; 23:566. [PMID: 37559020 PMCID: PMC10413712 DOI: 10.1186/s12909-023-04546-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2023] [Accepted: 07/27/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND Electrocardiogram (ECG) remains an important medical diagnostic and screening tool. This study aimed to compare the effectiveness of online classes instead of traditional face-to-face or blended methods in medical students' ECG learning. METHODS Two hundred and fifteen medical students (including 105 (48.8%) males and 110 (51.2%) females) were studied from February 2021 to February 2022. Regardless of their grade, participants were divided into three groups: online, face-to-face, and blended. Then all participants sat for an ECG interpretation exam, and their results were compared. RESULTS Twenty-six (12.1%) participants were residents, and 189 (87.9%) were interns. Thirty-five (16.3%), 85 (39.5%), and 95 (44.2%) participants were taught ECG through face-to-face, online, and blended methods, respectively. Regarding participants' preferences on teaching methods, 118 (54.9%) preferred face-to-face learning, and the remaining 97 (45.1%) chose online learning (p < 0.001). The blended method seemed more promising in almost half of the exam questions regarding teaching method effectiveness. The mean total exam score was also significantly higher in participants who were taught blended than in the others (7.20 ± 1.89, p = 0.017). Face-to-face (5.97 ± 2.33) and online teaching methods (6.07 ± 2.07) had similar efficacy according to the mean total score (p = 0.819). CONCLUSION While most students preferred face-to-face learning to online learning, a blended method seemed more promising regarding students' skill enhancement to interpret ECG.
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Affiliation(s)
- Aida Bazrgar
- Student research committee, Shiraz University of medical science, Shiraz, Iran
| | - Mahdi Rahmanian
- Cardiovascular research center, Shiraz University of medical science, Shiraz, Iran
| | - Arshin Ghaedi
- Student research committee, School of Medicine, Shiraz University of medical science, Shiraz, Iran
| | - Ali Heidari
- Student research committee, School of Medicine, Shiraz University of medical science, Shiraz, Iran
| | - Mehdi Bazrafshan
- Cardiovascular research center, Shiraz University of medical science, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Hanieh Bazrafshan
- Clinical Neurology Research Center, Shiraz University of Medical Science, Shiraz, Iran
| | - Mahsa Ahmadpour
- Cardiovascular research center, Shiraz University of medical science, Shiraz, Iran
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Lee K, Han S, Suh HS. Early impact of COVID-19 social distancing on social determinants of health and their effects on mental health and quality of life of Korean undergraduate students. Front Public Health 2023; 11:1197143. [PMID: 37465174 PMCID: PMC10352082 DOI: 10.3389/fpubh.2023.1197143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 05/30/2023] [Indexed: 07/20/2023] Open
Abstract
Introduction This study aimed to investigate the association between social determinants of health and perception of COVID-19 social distancing/mental health/quality of life during COVID-19 social distancing in Korean undergraduate students using online survey data augmented with natural language processing. Methods An online cross-sectional survey including sociodemographic characteristics, students' perceptions of COVID-19 social distancing, and social determinants of health was conducted between July and November in 2020. We conducted logistic regression analysis to investigate the relationship between social determinants of health (independent variables) and perceptions of COVID-19 social distancing, mental health, and quality of life (dependent variables). This association was augmented using sentiment analysis and word clouds by visualizing open-ended comments on COVID-19 social-distancing policies. Results Data were collected from 1,276 undergraduate students. Participants who experienced negative impacts on their social-networking activities due to COVID-19 social distancing were at significantly higher odds to perceive COVID-19 social distancing as not being beneficial [odds ratio (OR) = 1.948, 95% confidence interval (CI) 1.254-3.027], to have increased stress levels (OR = 1.619, 95% CI 1.051-2.496), and to experience decreased quality of life over 5 weeks (OR = 2.230, 95% CI 1.448-3.434) against those who answered neutrally. In contrast, Participants who reported positive perceptions of social-networking activities during the COVID-19 pandemic had lower odds of feeling depressed or anxious (OR = 0.498, 95% CI 0.278-0.894) and reporting a low quality of life over 5 weeks (OR = 0.461, 95% CI 0.252-0.842) compared to those who reported neutral perceptions. Furthermore, the results of the word cloud and sentiment analyses showed that most students perceived social distancing negatively. Conclusions The government's social-distancing policy to prevent the spread of COVID-19 may have had a negative impact, particularly on undergraduate students' social-networking activities. This highlights the need for greater social support for this population, including access to psychotherapeutic resources, and improvements in policies to prevent infectious diseases while still maintaining social connections.
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Affiliation(s)
- Kyeongeun Lee
- Department of Regulatory Science, Graduate School, Kyung Hee University, Seoul, Republic of Korea
- Institute of Regulatory Innovation Through Science, Kyung Hee University, Seoul, Republic of Korea
| | - Sola Han
- Health Outcomes Division, College of Pharmacy, The University of Texas at Austin, Austin, TX, United States
| | - Hae Sun Suh
- Department of Regulatory Science, Graduate School, Kyung Hee University, Seoul, Republic of Korea
- Institute of Regulatory Innovation Through Science, Kyung Hee University, Seoul, Republic of Korea
- College of Pharmacy, Kyung Hee University, Seoul, Republic of Korea
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Gellisch M, Bablok M, Morosan-Puopolo G, Schäfer T, Brand-Saberi B. Dynamically Changing Mental Stress Parameters of First-Year Medical Students over the Three-Year Course of the COVID-19 Pandemic: A Repeated Cross-Sectional Study. Healthcare (Basel) 2023; 11:healthcare11111558. [PMID: 37297698 DOI: 10.3390/healthcare11111558] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 05/22/2023] [Accepted: 05/23/2023] [Indexed: 06/12/2023] Open
Abstract
Numerous research results have already pointed towards the negative influence of increased mental stress on educational processes and motivational criteria. It has also been shown that the global public health crisis induced by COVID-19 was related to anxiety symptoms and elevated levels of distress. To holistically elucidate the dynamics of the pandemic-related mental stress of first-year medical students, the associated parameters of three different cohorts were measured at the beginning of the pandemic-related restrictions on university life in Germany (20/21), at the peak of the COVID-19-related restrictions (21/22) and during the easing of the restrictions in the winter term 22/23. In a repeated cross-sectional study design, the constructs of worries, tension, demands and joy were collected from first-year medical students (n = 578) using the Perceived Stress Questionnaire. The results demonstrate significantly increased values of the constructs worries (p < 0.001), tension (p < 0.001) and demands (p < 0.001) at the peak of the pandemic related restrictions compared to the previous and following year as well as significantly decreasing values of general joy of life during the observed period of 3 years (all p-values < 0.001). A confirmatory factor analysis was performed to verify the questionnaire's factor structure regarding the addressed target group during the pandemic (CFI: 0.908, RMSEA: 0.071, SRMR: 0.052). These data, collected over a period of three years, provide information regarding dynamically manifesting mental stress during the COVID-19 pandemic, and refer to new areas of responsibility for the faculties to adequately counteract future crisis situations.
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Affiliation(s)
- Morris Gellisch
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
| | - Martin Bablok
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
| | - Gabriela Morosan-Puopolo
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
| | - Thorsten Schäfer
- Center for Medical Education, Ruhr-University Bochum, 44801 Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, 44801 Bochum, Germany
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Gellisch M, Morosan-Puopolo G, Wolf OT, Moser DA, Zaehres H, Brand-Saberi B. Interactive teaching enhances students' physiological arousal during online learning. Ann Anat 2023; 247:152050. [PMID: 36693546 DOI: 10.1016/j.aanat.2023.152050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 12/16/2022] [Accepted: 01/06/2023] [Indexed: 01/22/2023]
Abstract
The pure transfer of face-to-face teaching to a digital learning environment can be accompanied by a significant reduction in the physiological arousal of students, which in turn can be associated with passivity during the learning process, often linked to insufficient levels of concentration and engagement in the course work. Therefore, the aim of this study was to investigate whether students' psychobiological stress responses can be enhanced in the context of anatomical online learning and how increased physiological parameters correlate with characteristics of learning experiences in a digital learning environment. Healthy first-year medical students (n = 104) experienced a regular practical course in Microscopic Anatomy either in face-to-face learning, in passive online learning or in an interaction-enhanced version of online learning. Compared to passive online learning, students engaged in the interaction-enhanced version of online learning displayed a significantly reduced Heart Rate Variability (P 0.001, partial η2 = 0.381) along with a strong increase in salivary cortisol (P 0.001, partial η2 = 0.179) and salivary alpha-amylase activity (P 0.001, partial η2 = 0.195). These results demonstrated that the physiological arousal of students engaged in online learning can be enhanced via interactive teaching methods and pointed towards clear correlations between higher physiological responses and elementary criteria of learning experience such as engagement and attention.
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Affiliation(s)
- Morris Gellisch
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany.
| | - Gabriela Morosan-Puopolo
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
| | - Oliver T Wolf
- Department of Cognitive Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Dirk A Moser
- Department of Genetic Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Holm Zaehres
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
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Sadeghinezhad J. Online veterinary anatomy education during Covid-19 pandemic in Iran: Challenges and opportunities. Vet Med Sci 2023. [PMID: 36943939 DOI: 10.1002/vms3.1123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2022] [Revised: 01/28/2023] [Accepted: 03/03/2023] [Indexed: 03/23/2023] Open
Abstract
BACKGROUND The covid-19 pandemic changed veterinary anatomy in-person training to inexperienced virtual training rapidly. OBJECTIVES This survey was designed to assess the perceptions of first- and second-year Iranian veterinary students on learning outcomes during the online transition. METHODS The opinions of 684 students were examined using questionnaire. RESULTS The data showed that 23.8% of students were interested in learning anatomy online and 24.8% were satisfied with it. Only 13.5% of the students in the survey generally agree with replacing remote teaching with ordinary training. Less than 1% of students considered online education suitable for the practical part of anatomy. Most of the students' sources for theoretical part included professor's booklets, narrated PowerPoint lectures, in-class notes, and anatomy books. Professors' dissection videos, YouTube videos and also anatomy atlases were the most used sources for practical part. Many students (69.3%) were comfortable using technology. Few numbers of the students (36.1%) were satisfied with the result of the online anatomy exam. Students commented missing dissection, lack of interaction and technology challenges as main negative-points of E-learning. While time management and reviewing the recorded lessons was described as one of the most important benefits. CONCLUSIONS Online education cannot replace face-to-face education in anatomy and it can be used along ordinary training as an additional educational tool. However, group online learning activities, using dissection videos and 3-D software are suggested for online learning. The data of this study, collected for the first time in Iran, can be used for future decisions in veterinary anatomy.
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Affiliation(s)
- Javad Sadeghinezhad
- Department of Basic Sciences, Faculty of Veterinary Medicine, University of Tehran, Tehran, Iran
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10
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In the eye of the beholder - how course delivery affects anatomy education. Ann Anat 2023; 246:152043. [PMID: 36549401 PMCID: PMC9762916 DOI: 10.1016/j.aanat.2022.152043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 11/17/2022] [Accepted: 12/08/2022] [Indexed: 12/24/2022]
Abstract
BACKGROUND The COVID-19 pandemic caused major shifts in students' learning strategies as well as teaching environments that profoundly affected the delivery of anatomy courses in medical schools. The Department of Anatomy at the University of Zagreb School of Medicine had a unique experience where the anatomy course in 2019/2020 was first taught in-person before transferring to an online course delivery, while the inverse happened in 2020/2021. The core curriculum, course material and examination criteria were the same in both academic years. The aim of the study was to determine whether course delivery affected students' perceptions of the course and whether it impacted students' engagement and success. METHODS The students' perceptions of the course were assessed via an anonymous course survey (student evaluation of teaching, SET). The questions in the SET assessed the usefulness of teaching modalities rather than students' satisfaction. Most questions were in the form of statements to which students responded with their level of agreement on a five-point Likert scale. Differences between responses in 2019/2020 and 2020/2021 were analyzed using the Mann-Whitney test. Effect size was estimated using Cliff's delta and association between responses was assessed using Spearman's r coefficient. RESULTS Students' perceptions were significantly affected by changes in course delivery. Students' success and engagement were higher in 2019/2020 when in-person teaching preceded online teaching. Furthermore, students' views on course organization and the usefulness of continuous assessment were more positive in 2019/2020. Finally, students' perceptions of the usefulness of online materials and activities were more positive in 2019/2020. All comparisons between the two academic years were statistically significant (P ≤ 0.0001 for all comparisons, Mann-Whitney test). CONCLUSIONS Students' perceptions of the anatomy course were dependent on the teaching environment they were exposed to at the beginning of the course. A transfer from in-person to online course delivery was more successful than vice-versa. This has important implications for structuring hybrid courses in medical education in the future.
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Moro C. Utilizing the metaverse in anatomy and physiology. ANATOMICAL SCIENCES EDUCATION 2022. [PMID: 36545794 DOI: 10.1002/ase.2244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 12/13/2022] [Accepted: 12/13/2022] [Indexed: 06/17/2023]
Abstract
Of the many disruptive technologies being introduced within modern curricula, the metaverse, is of particular interest for its ability to transform the environment in which students learn. The modern metaverse refers to a computer-generated world which is networked, immersive, and allows users to interact with others by engaging a number of senses (including eyesight, hearing, kinesthesia, and proprioception). This multisensory involvement allows the learner to feel part of the virtual environment, in a way that somewhat resembles real-world experiences. Socially, it allows learners to interact with others in real-time regardless of where on earth they are located. This article outlines 20 use-cases where the metaverse could be employed within a health sciences, medicine, anatomy, and physiology disciplines, considering the benefits for learning and engagement, as well as the potental risks.
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Affiliation(s)
- Christian Moro
- Faculty of Health Sciences and Medicine, Bond University, Robina, Queensland, Australia
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12
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Richter TA, Wilkinson CD, Griffiths BB, Hunter RG. Pipette Olympics: An Engaging Exercise for Undergraduate Laboratory Training. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2022; 21:A81-A84. [PMID: 38322045 PMCID: PMC10558238 DOI: 10.59390/noyq7921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 10/26/2022] [Accepted: 10/30/2022] [Indexed: 02/08/2024]
Abstract
Pipetting is an important technique used in almost every molecular neuroscience method including but not limited to, PCR, reverse transcription, immunohistochemistry, chromatin immunoprecipitation, and cell culture. The COVID-19 pandemic has robbed the undergraduate population of time to practice in person laboratory techniques. In response, we have devised a standardized, quick, and fun way to instruct students on the fundamentals of pipetting, serial dilutions, and basic statistical analysis. Here, we offer a standardized protocol for instructors to use to teach undergraduates valuable skills while providing friendly competition. We also offer an example of an undergraduate performing the steps of this protocol with example results and the results from three separate undergrads' first two attempts. This exercise provides laboratories with a method to reintroduce undergraduates to lab basics while standardizing the training thereby saving time lost to the pandemic.
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Affiliation(s)
- Troy A Richter
- Psychology Department, University of Massachusetts Boston, Boston, MA 02125
| | - Cooper D Wilkinson
- Psychology Department, University of Massachusetts Boston, Boston, MA 02125
| | - Brian B Griffiths
- Psychology Department, University of Massachusetts Boston, Boston, MA 02125
| | - Richard G Hunter
- Psychology Department, University of Massachusetts Boston, Boston, MA 02125
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13
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Gellisch M, Wolf OT, Minkley N, Kirchner WH, Brüne M, Brand-Saberi B. Decreased sympathetic cardiovascular influences and hormone-physiological changes in response to Covid-19-related adaptations under different learning environments. ANATOMICAL SCIENCES EDUCATION 2022; 15:811-826. [PMID: 35968688 DOI: 10.1002/ase.2213] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 07/07/2022] [Accepted: 07/26/2022] [Indexed: 06/15/2023]
Abstract
To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.
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Affiliation(s)
- Morris Gellisch
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
| | - Oliver T Wolf
- Department of Cognitive Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Nina Minkley
- Behavioral Biology and Biology Education, Faculty of Biology and Biotechnology, Ruhr University Bochum, Bochum, Germany
| | - Wolfgang H Kirchner
- Behavioral Biology and Biology Education, Faculty of Biology and Biotechnology, Ruhr University Bochum, Bochum, Germany
| | - Martin Brüne
- Department of Cognitive Neuropsychiatry and Psychiatric Preventive Medicine, Landschaftsverband Westfalen-Lippe (LWL) University Hospital of Ruhr University Bochum, Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
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14
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Zhang JF, Zilundu PLM, Fu R, Zheng XF, Zhou LH, Guo GQ. Medical students' perceptions and performance in an online regional anatomy course during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:928-942. [PMID: 35766990 DOI: 10.1002/ase.2208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 04/09/2022] [Accepted: 06/24/2022] [Indexed: 06/15/2023]
Abstract
The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.
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Affiliation(s)
- Ji-Feng Zhang
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Prince Last Mudenda Zilundu
- College of Dentistry, Ajman University, Ajman Emirate, United Arab Emirates
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
| | - Rao Fu
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
- Department of Anatomy, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Xue-Feng Zheng
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Li-Hua Zhou
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
- Department of Anatomy, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Guo-Qing Guo
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
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15
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Sadeghinezhad J. Dissection videos as a virtual veterinary anatomy peer learning tool: Trialled at the University of Tehran during the Covid-19 pandemic. Anat Histol Embryol 2022; 52:55-61. [PMID: 35872592 PMCID: PMC9349933 DOI: 10.1111/ahe.12841] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 06/25/2022] [Accepted: 06/29/2022] [Indexed: 02/06/2023]
Abstract
The Covid-19 pandemic forced universities around the world to use online education instead of face-to-face teaching. Veterinary anatomy training was also affected, and laboratory classes were disrupted by this transition. To reduce the effects of virtual education on students' anatomy learning, peer learning using dissection videos was introduced at University of Tehran. This study describes the design and implementation of this method and evaluates the students' perceptions regarding this programme. The opinions of 98 students were examined using a questionnaire. The data showed that dissection videos were one of the main sources of anatomy study (67.3%). Among students who used videos, 69.6% students became more interested in anatomy and 73% learned anatomy better with this approach. Students used these videos to review anatomy (88.7%) and even learn new content (87.6%). Most surveyed students used laptops (73%) and cell phones (14.6%) to watch videos. In this study, 19.1% of respondents were estimated to be low users, 68.5% medium users and 12.4% high users. A large number of students (83.1%) trusted their peer teacher in providing the lesson. Dissection videos play an important role in conveying a three-dimensional understanding of anatomical structures, and peer teaching is also effective in learning because of the strong connection between tutors and tutees. This study supports students' acceptance of the use of peer dissection videos for learning online veterinary anatomy.
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Affiliation(s)
- Javad Sadeghinezhad
- Department of Basic SciencesFaculty of Veterinary MedicineUniversity of TehranTehranIran
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