Abstract
Simulating cadaveric dissection with virtual resources during Covid-19 in an undergraduate Anatomy Science programme
Highlights
Many undergraduate degrees involve practice-based learning which teaches the technical skill itself, and offers an opportunity to further develop subject-specific theoretical knowledge, as well as more transferable skills like teamwork and communication
In undergraduate human anatomy education, practice-based learning entails some degree of hands-on cadaveric dissection. This allows learners to develop technical skills, whilst expanding their anatomical knowledge and appreciating normal anatomical variation that may be absent in illustrations
Loss of this teaching could negatively impact on the student experience through: 1) missed opportunity for students to learn subject-specific knowledge, 2) reduced acquisition of subject-specific technical and transferable/professional skills (QAA, 2019), 3) negatively affecting student grades as dissection consolidates students’ theoretical knowledge (Abdellatif, 2020), 4) impacting graduates’ future career options, especially in vocations/training/further studies requiring technical skills
Summary
Many undergraduate degrees involve practice-based learning which teaches the technical skill itself, and offers an opportunity to further develop subject-specific theoretical knowledge, as well as more transferable skills like teamwork and communication. In undergraduate human anatomy education, practice-based learning entails some degree of hands-on cadaveric dissection This allows learners to develop technical skills (knowing how to correctly use equipment, identifying/cutting anatomical structures), whilst expanding their anatomical knowledge and appreciating normal anatomical variation that may be absent in illustrations. Due to Covid-19, we had to find an alternative online method to deliver practice-based learning in our Bachelor of Science in Anatomy Loss of this teaching could negatively impact on the student experience through: 1) missed opportunity for students to learn subject-specific knowledge, 2) reduced acquisition of subject-specific technical and transferable/professional skills (QAA, 2019), 3) negatively affecting student grades as dissection consolidates students’ theoretical knowledge (Abdellatif, 2020), 4) impacting graduates’ future career options, especially in vocations/training/further studies requiring technical skills
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