Blended peer-assisted learning using a video conference system for anatomy education: student learners' and student facilitators' perspectives

Abstract

Anatomy education that traditionally relies on face-to-face delivery is disrupted by the outbreak of COVID-19. Due to suspension of face-to-face instruction in schools, our institution adopted a video conferencing system with peer-assisted learning (VCS-PAL). The study objectives are to: 1) report our institutional experience in adopting blended VCS-PAL in anatomy teaching; 2) describe perceptions towards this pedagogy during the pandemic among student facilitators and learners. In the mixed-method educational research, 139 year-2 biomedical engineering and pharmacy students were surveyed regarding their VCS-PAL learning experience. A total of 85 returned the survey, with a response rate of 60.7% (85/139). Most students found the live demonstration of plastinated specimens helpful in learning anatomy (82%). The general feedback from both student learners and student facilitators are positive. The blended VCS-PAL approach in anatomy education provides an excellent adjustment opportunity amidst the outbreak of the COVID-19 pandemic.