Responding to Covid-19: A thematic analysis of students' perspectives on modified learning activities during an emergency transition to remote human anatomy education.
Covid-19 pandemic
gross anatomy education
online delivery
online practical anatomy
remote learning
remote teaching
student perceptions
thematic analysis
undergraduate education
Journal
Anatomical sciences education
ISSN: 1935-9780
Titre abrégé: Anat Sci Educ
Pays: United States
ID NLM: 101392205
Informations de publication
Date de publication:
Nov 2021
Nov 2021
Historique:
revised:
23
07
2021
received:
26
02
2021
accepted:
11
09
2021
pubmed:
16
9
2021
medline:
15
12
2021
entrez:
15
9
2021
Statut:
ppublish
Résumé
In March 2020, the coronavirus disease 2019 (Covid-19) global pandemic forced many post-secondary institutions to move their teaching online, which had a substantial impact on students enrolled in laboratory-based courses in fields like human anatomy. This descriptive study collected students' perspectives on the transition to remote education, with specific attention to the teaching activities, resources, and assessments used in an undergraduate Clinical Human Visceral Anatomy course at McGill University. Through inductive semantic thematic analysis, student-held values for effective remote education were identified and grouped into the following themes: (1) preferences for communication, (2) values for remote learning activities and resources, (3) values for remote assessment, and (4) perceived positive and negative impacts of remote education on learning. Students generally valued having clear communication, opportunities for both synchronous and asynchronous learning activities, and flexible assessment formats that maintained alignment with the course outcomes and activities. Many felt that remote education had a net-negative impact on their learning, course satisfaction, and sense of community. However, there were no significant differences in grades on laboratory quizzes administered before and after the shutdown (P = 0.443), and grades on the remote final examination were significantly higher than those on the in-person midterm examination (P < 0.001). These findings are discussed in the context of modern educational theories and practices related to remote teaching. Strategies for facilitating a student-centered environment online are also proposed. Future longitudinal research into skill development, learning outcome attainment, and the evolving perspectives of students and instructors operating in remote education contexts is warranted.
Identifiants
pubmed: 34523241
doi: 10.1002/ase.2136
pmc: PMC8652611
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
721-738Informations de copyright
© 2021 American Association for Anatomy.
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