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do Lago MM, Fernandes E, Barboza RC. The strategies of private higher educational institutions during the Covid-19 pandemic. A review of literature. SOCIAL SCIENCES & HUMANITIES OPEN 2023; 8:100581. [PMID: 37313227 PMCID: PMC10247148 DOI: 10.1016/j.ssaho.2023.100581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 05/16/2023] [Accepted: 05/24/2023] [Indexed: 06/15/2023]
Abstract
This paper sought a qualitative/quantitative bibliometric approach, using the literature review, to present the main strategies with a bias toward sustainability, used by private Higher Education Institutions, in an attempt to neutralize the effects of the lockdown caused by the Covid-19 pandemic. To meet the reliability requirements of the source of the papers used, a search was made in the Web of Science and Scopus databases, where 47 papers were selected. As a result, there was a scattering of strategic actions in several works. However, no actions were identified that orientated to deliberate planning, as a way of confrontation with the new environment that was quickly established, caused by the Covid-19 pandemic. Instead, we found fragmented or emerging strategic actions, mostly concentrated on Teaching activities as a possible response, given the circumstances, to a situation that presented itself as an emergency. This study divides the actions identified in the strategic areas of the Institutions into Teaching, Research, Extension, Business Management, and Teacher Training.
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Affiliation(s)
- Mauricio Maynard do Lago
- COPPE Production Engineering Program, UFRJ Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
- Cefet-RJ - Centro Federal de Educação Tecnológica Celso Suckow da Fonseca, Rio de Janeiro, Brazil
| | - Elton Fernandes
- COPPE Production Engineering Program, UFRJ Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
- COPPE Transportation Engineering Program, UFRJ Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
| | - Raphael Cunha Barboza
- COPPE Production Engineering Program, UFRJ Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
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Cardoso-Júnior A, Faria RMD. Impact of the COVID-19 Pandemic on Students' Motivation in Relation to Asynchronous Anatomy Video Lectures. MEDICAL SCIENCE EDUCATOR 2023; 33:119-128. [PMID: 36536828 PMCID: PMC9753862 DOI: 10.1007/s40670-022-01714-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/05/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVES This study aimed to investigate medical students' motivation in relation to asynchronous anatomy video lectures, carried out during COVID-19 remote teaching. METHODS Repeated cross-sectional modified Instructional Materials Motivation Survey questionnaire, validated in Brazil, was applied to 255 students attending the first semester of the undergraduate medical course at the José do Rosário Vellano University, in June 2020 and November 2020. The data were analyzed considering the 95% confidence level as significant (p < 0.05). RESULTS The overall score of motivation attributed by the students was moderate to high (3.7/5, 74%). The same occurred in relation to all dimensions of the instrument: Interest (3.6/5, 72%), Confidence (3.7/5, 74%), Attention (3.5/5, 70%), and Expectation (3.7/5, 74%). Cluster analysis showed that 78% (n = 168) of the students had moderate (72% of the maximum score) or high (86% of the maximum score) degrees of motivation. The influence of social isolation on the students' emotional state did not affect the overall motivation scores (p = 0.217) or the dimensions of motivation: Interest (p = 0342), Confidence (p = 0.061), Attention (p = 0.625), and Expectation (p = 0.094). CONCLUSIONS The students showed high motivation for the asynchronous video lectures of human anatomy. Although the majority of students are highly affected regarding their emotional state, due to the social isolation imposed by the COVID-19 pandemic, this fact did not interfere with the motivation for video lectures, probably due to the high intrinsic motivation that students in the first year have in relation to anatomy. These findings alert to the importance of asynchronous video lectures as an adequate strategy for the teaching and learning of human anatomy. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01714-7.
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Affiliation(s)
- Aloísio Cardoso-Júnior
- Postgraduate Program in Pathology, Faculty of Medicine, Federal University of Minas Gerais, Belo Horizonte, MG Brazil
- Medical School, Universidade José Do Rosário Vellano (UNIFENAS), Belo Horizonte, MG Brazil
- Av. Carandaí 362/1001., Belo Horizonte, MG 30130-060 Brazil
| | - Rosa Malena Delbone Faria
- Postgraduate Program in Pathology, Faculty of Medicine, Federal University of Minas Gerais, Belo Horizonte, MG Brazil
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Stevenson SE, Anbu D, Wijeyendram P, Laurayne H, Border S. Can Synchronous Online Near-Peer Teaching Offer the Same Benefits as the Face-to-Face Version When Used in Clinical Neuroanatomy Education? ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1397:151-172. [DOI: 10.1007/978-3-031-17135-2_9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Vagg T, Toulouse A, O'Mahony C, Lone M. Visualizing Anatomy in Dental Morphology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1406:187-207. [PMID: 37016116 DOI: 10.1007/978-3-031-26462-7_9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2023]
Abstract
Tooth morphology is a foundation course for all dental healthcare students including dentists, dental hygiene, dental therapy, and dental nursing students. This chapter explores the conventional and innovative teaching methods to deliver tooth morphology educational modules. The teaching tools are explored with a 2D and 3D lens, with a particular focus on visualization, student understanding, and engagement. Traditional methods of teaching tooth morphology must be complemented with innovative pedagogical approaches in order to maintain student's attention and accommodate their diverse learning methods. Teaching 3D anatomy enables students to visualize and spatially comprehend the link between various anatomical components. Online tests and quizzes motivate students and are also beneficial in preparing students for exams. Online self-examinations offering visualization with 3D teeth enable students to evaluate their knowledge and offers immediate feedback, which aids in the long-term retention of information. These tools can be as efficient as other teaching methods, allowing the students to study at their own pace and with repetition. The authors conclude that blended and innovative teaching methods should supplement student learning and not replace, traditional face-to-face educational methods.
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Affiliation(s)
- Tamara Vagg
- Cork Adult CF Centre, Cork University Hospital, University College Cork, Wilton, Cork, Republic of Ireland
- School of Computer Science and Information Technology, University College Cork, Cork, Republic of Ireland
- HRB Clinical Research Facility Cork, University College Cork, Cork, Republic of Ireland
| | - Andre Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland
| | - Conor O'Mahony
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland
| | - Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland.
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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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Xiao J, Adnan S. Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students' experience and learning performance. ANATOMICAL SCIENCES EDUCATION 2022; 15:1086-1102. [PMID: 35751579 PMCID: PMC9796349 DOI: 10.1002/ase.2207] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 06/18/2022] [Accepted: 06/19/2022] [Indexed: 05/21/2023]
Abstract
Anatomy is shifting toward a greater focus on adopting digital delivery. To advance digital and authentic learning in anatomy, a flipped classroom model integrating multimodal digital resources and a multimedia group assignment was designed and implemented for first-year neuroanatomy and third-year regional anatomy curricula. A five-point Likert scale learning and teaching survey was conducted for a total of 145 undergraduate health science students to evaluate students' perception of the flipped classroom model and digital resources. This study revealed that over two-thirds of participants strongly agreed or agreed that the flipped classroom model helped their independent learning and understanding of difficult anatomy concepts. The response showed students consistently enjoyed their experience of using multimodal digital anatomy resources. Both first-year (75%) and third-year (88%) students strongly agreed or agreed that digital tools are very valuable and interactive for studying anatomy. Most students strongly agreed or agreed that digital anatomy tools increased their learning experience (~80%) and confidence (> 70%). The third-year students rated the value of digital anatomy tools significantly higher than the first-year students (p = 0.0038). A taxonomy-based assessment strategy revealed that the third-year students, but not the first-year, demonstrated improved performance in assessments relating to clinical application (p = 0.045). In summary, a flipped anatomy classroom integrating multimodal digital approaches exerted positive impact upon learning experience of both junior and senior students, the latter of whom demonstrated improved learning performance. This study extends the pedagogy innovation of flipped classroom teaching, which will advance future anatomy curriculum development, pertinent to post-pandemic education.
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Affiliation(s)
- Junhua Xiao
- Department of Health Sciences and Biostatistics, School of Health SciencesSwinburne University of TechnologyHawthornVictoriaAustralia
- School of Allied HealthLa Trobe UniversityBundooraVictoriaAustralia
| | - Sharmeen Adnan
- Department of Health Sciences and Biostatistics, School of Health SciencesSwinburne University of TechnologyHawthornVictoriaAustralia
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Gasmalla HEE, Mossa AH, Taha MH, Wadi MM, Shehzad K, Abdalla ME, Hadie SNH. Promoting more future-ready anatomy education after the Covid-19 pandemic: A scoping review. ANATOMICAL SCIENCES EDUCATION 2022; 15:1120-1137. [PMID: 36205041 DOI: 10.1002/ase.2227] [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: 01/31/2022] [Revised: 09/19/2022] [Accepted: 10/02/2022] [Indexed: 06/16/2023]
Abstract
The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O'Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula.
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Affiliation(s)
- Hosam Eldeen Elsadig Gasmalla
- Warwick Medical School, University of Warwick, Coventry, UK
- Department of Anatomy, Faculty of Medicine, Al Neelain University, Khartoum, Sudan
| | - Abubakr H Mossa
- Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed H Taha
- Medical Education Centre and College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Majed M Wadi
- Department of Medical Education, Qassim College of Medicine, Qassim University, Buraydah, Kingdom of Saudi Arabia
| | - Khalid Shehzad
- Department of Anatomy and Histology, Qassim College of Medicine, Qassim University, Buraydah, Kingdom of Saudi Arabia
| | - Mohamed Elhassan Abdalla
- School of Medicine, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia
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