One crucial component of the optical system is the ciliary body (CB). This body secretes the aqueous humour, which is essential to maintain the internal eye pressure as well as the clearness of the ...lens and cornea. The histological study was designed to provide the morphological differences of CB and iris in the anterior eye chambers of the following vertebrate classes: fish (grass carp), amphibians (Arabian toad), reptiles (semiaquatic turtle, fan‐footed gecko, ocellated skink, Egyptian spiny‐tailed lizard, Arabian horned viper), birds (common pigeon, common quail, common kestrel), and mammals (BALB/c mouse, rabbit, golden hamster, desert hedgehog, lesser Egyptian jerboa, Egyptian fruit bat). The results showed distinct morphological appearances of the CB and iris in each species, ranging from fish to mammals. The present comparative study concluded that the morphological structure of the CB and iris is the adaptation of species to either their lifestyle or survival in specific habitats.
The cover image is based on the Research Article India ink to 3D imaging: The legacy of Dr. Deepak “Dee” N. Pandya and his influence on generations of neuroanatomists by Gene J. Blatt et al., ...https://doi.org/10.1002/cne.25551.
INTRODUCTION/OBJECTIVE
During the COVID‐19 pandemic, gross anatomy laboratory sessions for first year medical students at Drexel University College of Medicine were drastically altered to comply with ...social distancing restrictions, resulting in increased reliance on virtual resources, limited prosection access and no dissection. We evaluated student perceptions of the various instructional modalities used, importance of dissection versus prosection, and virtual versus donor‐body experiences in order to assess the value of each for gross anatomy learning.
MATERIALS/METHODS
Gross anatomy laboratory sessions during the pandemic included both virtual (Complete Anatomy 3D software over Zoom) and prosection (rotations through stations guided by custom videos) components. An optional “Dissection Experience” was offered after the course to those who wanted to gain hands‐on skills of dissection. A voluntary IRB‐approved survey was distributed to students after completion of all gross anatomy activities. Likert‐scale (1= Strongly Disagree to 5= Strongly Agree) and slider (0= prosection/virtual resources, 100= dissection/physical resources) type questions assessed components of the gross anatomy thread and overall view of anatomy learning in medical education.
RESULTS
A total of 97/265 first‐year medical students completed the survey and 62% of students completed the “Dissection Experience” elective. 83% of all respondents agreed or strongly agreed that cadaveric material is essential to medical students learning anatomy. When asked about the preferred amount of prosection (0) to dissection (100) in a gross anatomy course, the responses were the following: 0‐24=8%, 25‐49=23%, 50‐74=42% and 75‐100=27%. 70% of respondents strongly agreed or agreed that they were satisfied with the prosection lab component. Only 41% of respondents strongly agreed or agreed that the virtual software was critical to their preparation for the prosection lab. 80% of respondents disagreed or strongly disagreed that cadaveric‐based anatomy teaching should be replaced by virtual/augmented reality applications or other computer‐assisted methods. When asked about the preferred amount of virtual resources (0) to physical resources such as cadaveric material or bones (100), the responses were the following: 0‐24=6%, 25‐49=5%, 50‐74=41% and 75‐100=48%.
CONCLUSIONS
In a unique time of restricted lab use during the COVID‐19 pandemic, students were most satisfied with the prosection component of the course over virtual learning. Most students preferred a learning experience with cadaveric material and not fully replacing it with virtual software, and a majority of students completed an optional “Dissection Experience.” These results suggest that most students still wanted the hands‐on dissection component of anatomy learning.
SIGNIFICANCE
This study demonstrates the importance of maintaining a cadaver‐based learning experience during times of restricted lab use. It also suggests that medical students may not be as satisfied with programs offering prosection only or virtual anatomy labs.
INTRODUCTION
Inequities faced by women in academic medicine before the COVID‐19 pandemic are well‐known, yet there are little formal data on exactly how the pandemic has affected faculty, ...particularly in academic medicine. The purpose of this cross‐sectional study was to elucidate the impact of the pandemic on faculty in academic medicine and identify whether it is disproportionately affecting populations, focusing specifically on responsibilities at home, work, and mental health according to gender identification, faculty rank, and faculty appointment.
METHODS
An online questionnaire was distributed in February 2021 to faculty at academic medicine centers. This questionnaire asked respondents to provide demographic data, answer questions about their responsibilities at home and work, and indicate whether and how the pandemic has affected both. Respondents were also asked questions on self‐care and mental health and to document how their institution(s) can assist faculty in mitigating struggles associated with the pandemic. Responses were analyzed via quantitative (Pearson’s chi‐square tests) and qualitative (thematic analysis) means.
RESULTS
Women, mid‐, and early‐career faculty were more likely to be responsible for the care of others (p=0.014), and the impact of the pandemic on caring for others was negative, especially for early career faculty (p=0.019). Research, teaching, and clinical practice were negatively impacted by the pandemic, with women feeling this more severely in clinical practice (p=0.003), as a result of an increased teaching load (p=0.042), and inadequate work environment (p=0.013). Women (p<0.01), early career‐faculty (p<0.01), and clinical faculty (p=0.029) were also more negatively impacted by the pandemic in the areas of self‐care and mental health. While there was no significant difference in who requested a leave of absence or tenure clock extension, early‐career and women faculty were more likely to fear retribution for such requests. Faculty provided actionable suggestions to combat these negative effects under five themes, including Flexible Expectations, Support, Mental Health, Compensation, and Communication.
CONCLUSION
Pre‐pandemic stress and burnout among faculty in academic medicine has been well documented, and this study demonstrates that academic medicine faculty, particularly women and early‐career faculty, continue to feel additional burdens secondary to the COVID‐19 pandemic. These data can be utilized by administrations and future studies to make informed decisions regarding policies and programs created to assist those populations who are most vulnerable to the effects of the pandemic.
SIGNIFICANCE
To the authors’ knowledge, this is the first study to provide both quantitative and qualitative data demonstrating a negative impact of the COVID pandemic on academic medicine faculty, particularly women and early career faculty. These data are necessary to create change to improve recruitment and retention of quality faculty.
INTRODUCTION
Schools of higher education across the US closed all operations and in‐person classes during the COVID ‐19 pandemic, significantly affecting laboratory‐based anatomy dissection courses ...and the anatomical gift programs (AGP) that support them. The purpose of this study was to investigate how the COVID‐19 pandemic affected AGP operations in the US. The researchers hypothesized that programs would modify donation acceptance criteria and that anatomy education demands for donors would be reduced during the first year of the pandemic.
METHODS/ RESULTS
The researchers sent a Qualtrics survey to 135 AGP directors with a response rate of 28% (n=38). Respondents were from 26 states and included 28 AGPs operating for 25 years or longer and ten programs operational for 15 years or less. Six AGP’s (16%) stopped accepting donors for varying lengths of time secondary to the COVID‐19 pandemic during its first year, while 32 programs (84%) continued operations. Of the programs that remained operational, 81% (n=26) made modifications to donor acceptance policies, while 19% (n=6) maintained existing acceptance policies. Schools that made policy modifications for donor acceptance criteria reported changes, including heightened screening for symptoms of COVID‐19 at the time of donor registration and upon death and requiring a negative COVID test for the anatomical donor near the time of death. In addition, COVID‐19 infection was added to the existing list of disqualifying conditions for many programs. Some sites excluded donors from large group facilities (hospitals, long‐term care), and some declined any donors with respiratory infections at the time of death. Several programs (13%) stopped accepting those donors who were not registered with their AGP prior to the onset of the COVID pandemic.
During COVID‐19, the demand for donors in anatomy education decreased significantly (p<0.05). Reasons for the reduced donor demand as reported by respondents included school closings and adjusted (smaller, shorter in time) laboratory sessions. These actions were taken because of concern for student/staff safety, reduced availability of appropriate personal protective equipment, and safety‐related student/faculty spacing needs.
CONCLUSION
Most AGPs were operational during COVID‐19 and able to maintain donor needs for anatomy education. Further research is warranted into the long‐term effects on AGPs as the pandemic persists.
Introduction
Acknowledging the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online anatomy education in Nigeria, we evaluated the current ...and future perceptions of medical and allied‐health students towards online anatomy education during the COVID‐19 lockdown in Nigeria.
Methods
Google Form questionnaires were distributed via different social and academic platforms to medical and allied‐health students in Nigeria between September 28 –December 17, 2020, using a purposive sampling. 954 students responded to questions on what they felt about the online anatomy teaching including how it could affect their academic performance in anatomy. Additionally, they were asked to give their opinion of the future of e‐learning in anatomy in Nigeria. The data collected from the study were analyzed using descriptive and inferential techniques.
Results
Out of a total of 954 students who participated in the study, 947 valid responses were recorded. From the responses, most of the students (77.6%) had computer/IT skills. Unexpectedly, many of
the students (60%) did not favor online learning approaches as effective tools for instructions in the anatomical sciences while more than a half of the students (55%) did not find the online classes in anatomy interesting. On the other hand, a majority (84%) believed that physical classes would have improved their performance in anatomy. Almost all the students (91.5%) believed anatomy educators in Nigeria need advanced skills for online education and that anatomy online teaching needs more advanced technology to be implemented in Nigeria(94.2%).
Conclusion
After evaluating online anatomy education experience during the COVID‐19 lockdown in Nigeria from medical and allied‐health students’ position, it was observed that there was an inclusive negative perception about the suitability and effectiveness of online education with regards to the anatomical sciences in Nigerian medical/health training. Majority of the students indicated that there is need for the enhancement of online teaching and quality training of the anatomy educators. Addressing the challenges that were presented during online anatomy education at the heat of the pandemic is recommended. This will incline science education towards the development and implementation of a workable and sustainable online education model in anatomical sciences for Nigeria.
The COVID‐19 pandemic has had a detrimental impact on healthcare education. With restricted access to traditional teaching aids such as the cadaver, educators had to adapt their teaching practise to ...minimise disruptions to students’ educational process. However, cadaveric dissection is highly regarded as a key component of anatomical and surgical education. This was particularly challenging when teaching was purely online due to pandemic restrictions. To accommodate the shift to online delivery only, the Anatomy Department at Brighton and Sussex Medical School (BSMS) adopted a variety of synchronous and asynchronous teaching methods. As part of this strategy, the department extended its provision of anatomy teaching by live streaming cadaver dissections to first year medical students (n=220). BSMS was the first UK medical school to use this innovative digital tool. A Virtual Reality in Medicine and Surgery (VRiMS) course was also developed to provide training to surgeons worldwide. This work explores the place of cadaver‐based education in a true blended learning provision.
Cadaver dissections were live streamed from the dissection room using operating theatre lights and a 4K camera via Microsoft Teams. These sessions were also interactive in nature, allowing students to ask questions throughout the dissection. Student feedback was collected through module and end of year evaluations. The VRiMS course provided a platform to demonstrate surgical procedures on cadavers using live streaming with virtual reality or 360 cameras. Surgeons were able to choose multiple camera angle perspectives through virtual reality headsets. Course participation data was used to determine the useability of this novel method of teaching and training.
Module evaluation showed that the overall quality of delivery for anatomy practical sessions was rated as good and very good by 86% of the cohort. Moreover, 93% of students found the material to be just right. In the end of year evaluation, students have indicated that live streamed dissection sessions were one of their favourite aspects and has had a positive impact on their time at BSMS. In total, 1354 participants from around the world have watched 923 hours of live broadcasted content across four VRiMS courses to date. The course has seen a 52% increase in participation rate since its launch.
The evaluation findings suggest that a hybrid learning approach with the use of live streaming for anatomical education has had a positive outcome on student satisfaction. Furthermore, VRiMS course participation data indicates that virtual reality has a promising future in surgical training. Live streaming and virtual reality have proved successful in bringing the dissection room to medical students and surgical trainees during unprecedented circumstances. This approach has the potential to prevent the complete loss of interactive cadaver‐based education and a probable solution to cadaver scarcity.
Introduction & Objective
In March 2020, medical schools around the country had to quickly transition from in person cadaveric anatomy curricula to an online distance learning format due to the ...COVID‐19 pandemic. This posed a challenge for students who had acclimated to learning anatomy inside the laboratory for the majority of their first year of medical school. The purpose of this study was to assess student perceptions of the abrupt transition from in person anatomy dissections and practical exams to an exclusively online format.
Materials and Methods
An anonymous survey was distributed to medical students from the Class of 2023 at the Medical College of Georgia at Augusta University (n=191) in February 2021. The survey assessed student perceptions of the impact of COVID‐19 shutdowns on their medical education. In total, 45 responses were recorded, and survey data was analyzed using SPSS software. Nonparametric methods were used due to the ordinal nature of the Likert scale responses. A Wilcoxon signed rank test was performed. In addition, focus groups were conducted with 11 medical students who had completed the survey.
Results
A majority of respondents (82.55%) stated that their learning and understanding of anatomy was worse after cancellation of in person anatomy lab dissections. In contrast, understanding of didactic lecture material was split, with 37.5% stating that online lectures had no impact on their learning and understanding of the material, 31.25% stating understanding was worse, and 25% stating it was better following transition to online‐only lectures. The results from the Wilcoxon signed rank test of Likert scale responses indicated that students perceived impact of cancelling in person anatomy lab as significantly worse compared to the impact of cancelling in person lectures (p<0.001). Focus group responses echoed this theme, with the loss of 3‐dimensional visual and tactile learning in laboratory cited most frequently by participants as a challenge with the transition to online anatomy.
Conclusion
Medical student respondents in the class of 2023 perceived online anatomy as inferior to in person laboratory sessions after the COVID‐19 shut‐down in March 2020. The transition from in person to online anatomy was more impactful on student understanding of material than the transition from in person to online didactic lectures. Of note, the students surveyed had completed the majority of their anatomy curriculum in person prior to the transition online.
Significance/Implication
The medical school shutdowns that occurred in March 2020 due to the COVID‐19 pandemic highlighted the importance of in person interaction with cadaveric specimens in anatomy education, especially in the context of how students were initially exposed to content. When possible, consideration should be given to learning approaches that students are familiar with and how changes to the curriculum will impact them.
Introduction
The traditional method of teaching anatomy has been through live in person lectures and dissection labs as well as textbooks and other course materials. However, during the COVID‐19 ...pandemic, these resources were no longer available due to health and safety protocols. With the advancement of technology, it was possible to create anatomy walkthrough videos for the students to supplement the traditional methods of teaching anatomy.
Goal
To investigate the effectiveness of a video based guide to learning gross anatomy of the boney pelvis and the viscera.
Methods
Two videos were created covering the boney pelvis and the viscera for the first and second year medical students. The videos were presented by an anatomy professor and filmed and edited by Medical Students. The video covers the curriculum outline, labels relevant parts of the anatomy, and provides extra information relating to form and function. The videos included a quiz at the end for students to test their knowledge. The videos were made available online on Youtube to an international audience, along with a feedback survey.
Results
Feedback was collected on the boney pelvis and the viscera videos. The respondents watched the videos for the purpose of preparing for anatomy labs and dissections, preparing for anatomy lectures and preparing for examinations. The majority of respondents agreed or strongly agreed that the videos presented assisted them in fulfilling their indicated purpose (89.1%), that a combination of video and written materials should be used for effective learning of anatomy (95.7%), and that they would like to see videos for other anatomical regions (95.7%).
Conclusion
In summary, digital media in the form of video‐based anatomy guides may be useful in instances when in person teaching is not possible and may be a useful tool to be incorporated into the educational curriculum in combination with traditional teaching methods. Future goals include implementing student feedback and reaching a broader audience.
OBJECTIVE
The aim of this study was to evaluate students’ perceptions of the educational value of online, interactive anatomy radiology laboratories.
HYPOTHESIS
Digital dissection is performed with ...computed tomography (CT) scans on near life‐size anatomy visualization tables and has been used to teach radiology anatomy at our institution. These sessions were pivoted to online delivery in response to COVID‐19. With the ongoing movement towards technology integration in medical education, if home access to these online laboratories is made available then we hypothesize the perceived learning experience should be preserved.
METHODS
290 first‐year medical students participated in 10 weekly digital radiology anatomy laboratories, which employed 3D CT scans to emphasize the clinical applications of anatomy. Students reviewed the cases at home prior to the lab on a mobile platform and labs were delivered synchronously via the Zoom platform in a facilitated large‐group format. After the course, a voluntary anonymous online survey was distributed assessing learner satisfaction, task value, emotional achievement, and cognitive load.
RESULTS
Survey response rate was 44%. Most participants reported the labs improved their knowledge of anatomy (82%), disease (81%) and clinical decision making (65%), including surgical knowledge (76%). The large group, synchronous learning format was found to be the most effective (68%). Positive emotional achievement was reported (mean 2.98). The extraneous cognitive load of the at‐home mobile technology and lack of time were perceived as the greatest programmatic challenges.
CONCLUSION
Synchronous digital dissection labs were perceived as a valuable addition to the first‐year medical curriculum, enhancing learners’ clinical decision making and preparation for medical sub‐specialties. This format of radiology anatomy education can be integrated into blended learning environments to provide students with additional learning opportunities.
