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Evaluation of Distance Anatomy Education in the Covid 19 Pandemic: A Survey Study

Year 2022, , 50 - 61, 31.08.2022
https://doi.org/10.25282/ted.1069499

Abstract

Aim: The coronavirus disease, which emerged in the last quarter of 2019 in Wuhan, China, spread rapidly and adversely affected our daily lives and the world economy. In order cope with this adverse affect in education, the decision of distance education has been taken in our country and all over the world. The aim of this study was to investigate the views of medical students on effectiveness of the anatomy practical and theoretical courses given remotely due to the COVID 19 pandemic, and also to determine alternative social media and web-based programs to be used in distance anatomy education.
Methods: One hundred and fifty-six students from the 1st and 2nd year of the Niğde Ömer Halisdemir University Faculty of Medicine participated in the study. The survey questions were uploaded to the Corporate Education Management and Planning System (KEYPS) and presented to the students to evaluate the effectiveness of practical and theoretical courses in anatomy.
Results: While 20 (12.82%) of the participants stated that they did not agree with the proposition "Anatomy lessons are suitable for distance education" for theoretical lessons, and 48 (31.58%) stated that they did not agree with this proposal for practical lessons. On the other hand, the number of students who strongly agreed with this proposal for theoretical and practical sessions were 25 (16.03%) and 14 (9.21%) respectively. A total of 88 students who gave the answer "I strongly disagree or disagree" with the statement "Only using an anatomical model (model) is sufficient in asynchronous anatomy practical lessons", When these students were asked for alternative propositions, 79 (89.77%) of them preferred Digital cadaver applications and 80 (90.90%) preferred 3D Virtual Reality applications.
Conclusions: As a result, when we look at the study data, it is seen that giving anatomy practical lessons from a distance is not effective for students, and it may be appropriate to teach theoretical lessons through distance education. However, students prefer social media and web-based programs as alternatives for anatomy theoretical and practical lessons in situations where education should be implemented remotely. In addition, we believe that this deficiency can be eliminated with Digital Cadaver Applications for cadaver education, which has an important place in practical anatomy courses, both in cases like pandemic where education is conducted remotely or in faculties that suffer from shortage of cadavers.

References

  • Referans1 Wang C, Horby PW, Hayden FG, Gao GF. A novel coronavirus outbreak of global health concern. The Lancet. 2020;395(10223):470-3.
  • Referans2 Viner RM, Russell SJ, Croker H, Packer J, Ward J, Stansfield C, et al. School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. Lancet Child Adolesc Health. 2020;4(5):397-4.
  • Referans3 Jin YH, Cai L, Cheng ZS. A rapid advice guideline for the diagnosis and treatment of 2019 novel coronavirus (2019-nCoV) infected pneumonia (standard version) Mil Med Res. 2020;7(1):1-23.
  • Referans4 Wang M, Cao R, Zhang L. Remdesivir and chloroquine effectively inhibit the recently emerged novel coronavirus (2019-nCoV) in vitro. Cell Res. 2020;30(3):269–1.
  • Referans5 Haleem, A, Javaid M, Vaishya R. Effects of COVID 19 pandemic in daily life. Current Medicine Research and Practice. 2020;10(2):78–9.
  • Referans6 UNESCO. COVID-19 educational disruption and response. Available at. 2020.
  • Referans7 YÜKSEKÖĞRETİM KURULU [YÖK] (2020, 18 Mart). YÖK Başkanı Saraç Üniversitelerde Verilecek Olan Uzaktan Eğitime İlişkin yaptığı açıklama.
  • Referans8 Barış MF, ve Çankaya P, Akademik personelin uzaktan eğitim hakkindaki görüşleri. International Journal of Human Sciences. 2016;13(1):399-13.
  • Referans9 Kaya Z. Uzaktan Eğitim (1. Baskı). Ankara: Pegem A Yayıncılık. 2002.
  • Referans10 Yorgancı S. Web Tabanlı Uzaktan Eğitim Yönteminin Öğrencilerin Matematik Başarılarına Etkileri. Kastamonu Eğitim Dergisi. 2015;23(3):1401-20.
  • Referans11 Patil NG, Yan, YCH. SARS and its effect on medical education in Hong Kong. Medical education. 2003;37(12):1127.
  • Referans12 Çetkin M, Turhan B, Bahşi İ, Kervancıoğlu P. Tıp fakültesi öğrencilerinin anatomi eğitimi hakkındaki düşünceleri. Gaziantep Medical Journal. 2016;22(2):82-8.
  • Referans13 Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anatomical sciences education 2010;3(2):83-3.
  • Referans14 Adıgüzel E. Anatomi Müfredatının “Mezuniyet Öncesi Tıp Eğitimi Ulusal Çekirdek Eğitim Programı ‐ 2014” İle Uyum Çalışması: Anatomi-ÇEP 1. Sürüm. Tip Egitimi Dunyasi. 2021;20(62):70- 86
  • Referans15 McLachlan JC., Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers. Medical education. 2004;8(4):418-4.
  • Referans16 McLachlan JC, Patten D. (2006). Anatomy teaching: ghosts of the past, present and future. Medical education. 2006;40(3):243-3.
  • Referans17 Webb PA. A review of rapid prototyping (RP) techniques in the medical and biomedical sector. Journal of medical engineering & technology. 2000;24(4):149-3.
  • Referans18 Gibson I, Cheung LK, Chow SP, Cheung WL, Beh SL, Savalani M, et al. The use of rapid prototyping to assist medical applications. Rapid Prototyping Journal. 2006;12(1):53-8.
  • Referans19 Onuk B, Colak A, Arslan S, Sizer SS, Kabak M. The Effects of clay modeling and plastic model dressing techniques on veterinary anatomy training. Kafkas Univ Vet Fak Derg. 2019;25(4):545-9.
  • Referans20 Zolotov Y, Reznik A, Bender S, Isralowitz R. COVID-19 fear, mental health, and substance use among Israeli university students. Int J Ment Health Addict. 2020;1-7.
  • Referans21 SPSS, IBM. SPSS (Version 25.0 for Windows)[Computer software]. 2017.
  • Referans22 Ortadeveci A, Ermez M, Öz S, Özden H. Students Opinions About Distance Anatomy Education and the Unique Features to Distance Anatomy Education; Covid-19 Example," 21.Ulusal Anatomi Kongresi, Ankara, Turkey, 2020.
  • Referans23 Bozer C. Anatomy education in traditional and complementary medicine: who should teach anatomy?. Anatomy. 2020;14(3).
  • Referans24 Clark RC, Mayer RE. Learning by viewing versus learning by doing: Evidence‐based guidelines for principled learning environments. Performance Improvement. 2008;47(9):5-3.
  • Referans25 Ericcson PF, Haswell RH. Machine scoring of student essays. 2006.
  • Referans26 Wilson LD. The American Association of Colleges of Nursing’s geriatric nursing education consortium. Journal of Gerontological Nursing. 2010;36(7):14-7.

Covid 19 Pandemisinde Uzaktan Eğitimle Anatomi Derslerinin Değerlendirilmesi: Anket Çalışması

Year 2022, , 50 - 61, 31.08.2022
https://doi.org/10.25282/ted.1069499

Abstract

Amaç: Çin’in Wuhan kentinde 2019 yılının son çeyreğinde ortaya çıkan koronavirüs hastalığı hızlı bir şekilde yayılarak gündelik hayatımızı ve dünya ekonomisini olumsuz şekilde etkilemiştir. Eğitimin olumsuz olarak etkilenmemesi için ülkemizde ve tüm dünyada uzaktan eğitim kararı alınmıştır. Yapılan bu çalışmada amaç COVID 19 pandemisi nedeniyle eğitimi uzaktan verilen anatomi pratik ve teorik derslerinin etkinliğinin tıp fakültesi öğrencilerine yapılan anketle araştırmak ayrıca, uzaktan anatomi eğitiminde kullanılacak alternatif sosyal medya ve web tabanlı programları belirlemektir.
Yöntem: Çalışmaya Niğde Ömer Halisdemir Üniversitesi Tıp Fakültesi’nde okumakta olan 1. ve 2. sınıf öğrencilerinden 156 kişi katıldı. Anket soruları Kurumsal Eğitim Yönetim ve Planlama Sistemi’ne (KEYPS) yüklenerek öğrencilere sunuldu. Anket sorularına verilen cevaplar aynı sistemde geri bildirimler sekmesinden rapor şeklinde alındı. Yapılan anket ile öğrencilerden anatomi pratik ve teorik derslerinin etkinliğini değerlendirmeleri istendi.
Bulgular: Çalışma kapsamında ankete katılan 156 öğrenciden 20’si (%12,82) “Anatomi dersleri uzaktan eğitim için uygundur” önermesine teorik dersler için kesin katılmadığını söylerken, 48’i de (%31,58) pratik dersler için kesinlikle katılmadığını belirtti. Bu önermeye 25 öğrenci (%16,03) teorik dersler için kesinlikle katılırken, 14 öğrenci ise (%9,21) pratik dersler için kesinlikle katıldığını söyledi. “Asenkron anatomi pratik derslerinde sadece anatomik model (maket) kullanılması yeterlidir” önermesine Kesinlikle katılmıyorum veya Katılmıyorum cevabını veren toplam 88 öğrenciye farklı önermeler yöneltildi. Birden fazla önermeye cevap verebilen öğrencilerin 79’u (%89,77) Dijital kadavra uygulamalarını, 80’ni de (%90,90) 3 Boyutlu Sanal Gerçeklik uygulamalarını tercih etti.
Sonuç: Sonuç olarak çalışma verilerine bakıldığında anatomi pratik derslerinin uzaktan verilmesinin öğrenciler için etkili olmadığı, teorik derslerinin ise uzaktan eğitimle anlatılmasının uygun olabileceği görülmektedir. Fakat pandemi gibi eğitimin uzaktan verilmesi gereken durumlarda anatomi teorik ve pratik dersleri için alternatif olarak sosyal medya ve web tabanlı programları öğrencilerin tercih ettiği sonucuna varıldı. Ayrıca pratik anatomi eğitiminde önemli bir yeri olan kadavra eğitimi için hem pandemi gibi eğitimin uzaktan verildiği durumlarda hem de kadavra sorunu yaşayan fakültelerde Dijital Kadavra Uygulamaları ile bu eksikliğin giderilebileceği kanaatindeyiz.

References

  • Referans1 Wang C, Horby PW, Hayden FG, Gao GF. A novel coronavirus outbreak of global health concern. The Lancet. 2020;395(10223):470-3.
  • Referans2 Viner RM, Russell SJ, Croker H, Packer J, Ward J, Stansfield C, et al. School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. Lancet Child Adolesc Health. 2020;4(5):397-4.
  • Referans3 Jin YH, Cai L, Cheng ZS. A rapid advice guideline for the diagnosis and treatment of 2019 novel coronavirus (2019-nCoV) infected pneumonia (standard version) Mil Med Res. 2020;7(1):1-23.
  • Referans4 Wang M, Cao R, Zhang L. Remdesivir and chloroquine effectively inhibit the recently emerged novel coronavirus (2019-nCoV) in vitro. Cell Res. 2020;30(3):269–1.
  • Referans5 Haleem, A, Javaid M, Vaishya R. Effects of COVID 19 pandemic in daily life. Current Medicine Research and Practice. 2020;10(2):78–9.
  • Referans6 UNESCO. COVID-19 educational disruption and response. Available at. 2020.
  • Referans7 YÜKSEKÖĞRETİM KURULU [YÖK] (2020, 18 Mart). YÖK Başkanı Saraç Üniversitelerde Verilecek Olan Uzaktan Eğitime İlişkin yaptığı açıklama.
  • Referans8 Barış MF, ve Çankaya P, Akademik personelin uzaktan eğitim hakkindaki görüşleri. International Journal of Human Sciences. 2016;13(1):399-13.
  • Referans9 Kaya Z. Uzaktan Eğitim (1. Baskı). Ankara: Pegem A Yayıncılık. 2002.
  • Referans10 Yorgancı S. Web Tabanlı Uzaktan Eğitim Yönteminin Öğrencilerin Matematik Başarılarına Etkileri. Kastamonu Eğitim Dergisi. 2015;23(3):1401-20.
  • Referans11 Patil NG, Yan, YCH. SARS and its effect on medical education in Hong Kong. Medical education. 2003;37(12):1127.
  • Referans12 Çetkin M, Turhan B, Bahşi İ, Kervancıoğlu P. Tıp fakültesi öğrencilerinin anatomi eğitimi hakkındaki düşünceleri. Gaziantep Medical Journal. 2016;22(2):82-8.
  • Referans13 Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anatomical sciences education 2010;3(2):83-3.
  • Referans14 Adıgüzel E. Anatomi Müfredatının “Mezuniyet Öncesi Tıp Eğitimi Ulusal Çekirdek Eğitim Programı ‐ 2014” İle Uyum Çalışması: Anatomi-ÇEP 1. Sürüm. Tip Egitimi Dunyasi. 2021;20(62):70- 86
  • Referans15 McLachlan JC., Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers. Medical education. 2004;8(4):418-4.
  • Referans16 McLachlan JC, Patten D. (2006). Anatomy teaching: ghosts of the past, present and future. Medical education. 2006;40(3):243-3.
  • Referans17 Webb PA. A review of rapid prototyping (RP) techniques in the medical and biomedical sector. Journal of medical engineering & technology. 2000;24(4):149-3.
  • Referans18 Gibson I, Cheung LK, Chow SP, Cheung WL, Beh SL, Savalani M, et al. The use of rapid prototyping to assist medical applications. Rapid Prototyping Journal. 2006;12(1):53-8.
  • Referans19 Onuk B, Colak A, Arslan S, Sizer SS, Kabak M. The Effects of clay modeling and plastic model dressing techniques on veterinary anatomy training. Kafkas Univ Vet Fak Derg. 2019;25(4):545-9.
  • Referans20 Zolotov Y, Reznik A, Bender S, Isralowitz R. COVID-19 fear, mental health, and substance use among Israeli university students. Int J Ment Health Addict. 2020;1-7.
  • Referans21 SPSS, IBM. SPSS (Version 25.0 for Windows)[Computer software]. 2017.
  • Referans22 Ortadeveci A, Ermez M, Öz S, Özden H. Students Opinions About Distance Anatomy Education and the Unique Features to Distance Anatomy Education; Covid-19 Example," 21.Ulusal Anatomi Kongresi, Ankara, Turkey, 2020.
  • Referans23 Bozer C. Anatomy education in traditional and complementary medicine: who should teach anatomy?. Anatomy. 2020;14(3).
  • Referans24 Clark RC, Mayer RE. Learning by viewing versus learning by doing: Evidence‐based guidelines for principled learning environments. Performance Improvement. 2008;47(9):5-3.
  • Referans25 Ericcson PF, Haswell RH. Machine scoring of student essays. 2006.
  • Referans26 Wilson LD. The American Association of Colleges of Nursing’s geriatric nursing education consortium. Journal of Gerontological Nursing. 2010;36(7):14-7.
There are 26 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Original Article
Authors

Selim Çınaroğlu

Hacı Keleş 0000-0002-0770-8269

Fatih Çiçek 0000-0002-9377-6187

Publication Date August 31, 2022
Submission Date February 7, 2022
Published in Issue Year 2022

Cite

Vancouver Çınaroğlu S, Keleş H, Çiçek F. Evaluation of Distance Anatomy Education in the Covid 19 Pandemic: A Survey Study. TED. 2022;21(64):50-61.