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Evaluation of Traditional and Online Anatomy Teaching of Medical Students in the Covid 19 Pandemic

Year 2022, , 5 - 17, 31.12.2022
https://doi.org/10.25282/ted.1105959

Abstract

Aim: The effects of the Covid-19 pandemic have been experienced worldwide since the beginning of 2020. In this process, especially all educational activities were adversely affected. With this study, it has been questioned whether online anatomy education will be evaluated with student feedback during the Covid-19 pandemic period and whether it will be efficient to use online education more actively in the coming years. In addition, it was designed to determine the effect of the Covid-19 pandemic on anatomy teaching in medical students by comparing traditional anatomy teaching with online education method.
Methods: This study was carried out with second-year and third-year students studying at Akdeniz University Faculty of Medicine. A total of 400 students, including 241 students from second-year and 159 students from third-year, were included in the study. 55% of the students participating in the study were male and 45% were female. Third-year students completed their anatomy education mainly online, while second-year students completed their anatomy education mainly with the hybrid application method. In this study, opinions about the virtual teaching method for the discipline of anatomy and the effect of teaching methods on student during the Covid-19 pandemic were examined.
Results: Traditional anatomy teaching continues to be the most preferred and effective teaching method. Students highly preferred pre-recorded video recordings of the lectures from online anatomy methods (p=0.01). When the results of the study were evaluated, it was determined that online methods were beneficial in terms of effectiveness and efficiency. In addition, it was determined that students "partially" preferred online education methods compared to traditional education methods (p=0.04). In this context, it is concluded that online education cannot completely replace traditional education, but that traditional education methods can be supported by online education methods.
Conclusions: As a result, we believe that the online anatomy lessons are important for student's professional development. However, we still think that online education will not replace the traditional education system. This study will be a resource for studies in the fields of health sciences in terms of online education and educational methods. In addition, with this study which compares various online education methods with traditional anatomy teaching, it is predicted that digital learning may have a supporting function for traditional learning.

References

  • 1. Nicola M, Alsafi Z, Sohrabi C, Kerwan A, Al-Jabir A, Iosifidis C, et al. The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International journal of surgery. 2020;78:185-93.
  • 2. Rose S. Medical Student Education in the Time of COVID-19. Jama. 2020;323(21):2131-2.
  • 3. AbouHashem Y, Dayal M, Savanah S, Strkalj G. The application of 3D printing in anatomy education. Medical education online. 2015;20:29847.
  • 4. Khasawneh RR. Anatomy Education of Medical Students During the COVID 19 Pandemic. Int J Morphol. 2021;39(5):1264-9.
  • 5. Cheng H, Esmonde-White C, Kassay AD, Wunder ML, Martin C. Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic. Medical science educator. 2021;31(4):1529-35.
  • 6. Stunden C, Zakani S, Martin A, Moodley S, Jacob J. Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19. JMIR medical education. 2021;7(4):e30533.
  • 7. Trelease RB. From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education. Anatomical sciences education. 2016;9(6):583-602.
  • 8. Franchi T. The Impact of the Covid-19 Pandemic on Current Anatomy Education and Future Careers: A Student's Perspective. Anatomical sciences education. 2020;13(3):312-5.
  • 9. Hu M, Wattchow D, de Fontgalland D. From ancient to avant-garde: a review of traditional and modern multimodal approaches to surgical anatomy education. ANZ journal of surgery. 2018;88(3):146-51.
  • 10. Iwanaga J, Loukas M, Dumont AS, Tubbs RS. A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation. Clinical anatomy. 2021;34(1):108-14.
  • 11. Totlis T, Tishukov M, Piagkou M, Kostares M, Natsis K. Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anat Cell Biol. 2021;54(3):332-9.
  • 12. Gizem Öneri Uzun, Ayhan Çakıcı Eş, Evram G. Examination of Attitudes of University Students in Distance Education According to Some Variables Near East University Journal of Education Faculty. 2020;3(2):104-15.
  • 13. Rizun M, Strzelecki A. Students' Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland. International journal of environmental research and public health. 2020;17(18).
  • 14. Peloso RM, Ferruzzi F, Mori AA, Camacho DP, Franzin L, Margioto Teston AP, et al. Notes from the Field: Concerns of Health-Related Higher Education Students in Brazil Pertaining to Distance Learning During the Coronavirus Pandemic. Evaluation & the health professions. 2020;43(3):201-3.

Covid 19 Pandemisinde Tıp Öğrencilerinin Geleneksel ve Çevrimiçi Anatomi Öğretimi Hakkındaki Görüşlerinin Değerlendirilmesi

Year 2022, , 5 - 17, 31.12.2022
https://doi.org/10.25282/ted.1105959

Abstract

Amaç: Covid-19 pandemisi 2020 yılının başlarından beri tüm dünyayı etkilemiştir. Özellikle bu süreç içerisinde eğitim-öğretim faaliyetleri olumsuz yönde etkilenmiştir. Bu çalışma ile Covid-19 pandemisi döneminde çevrimiçi anatomi eğitiminin öğrenci geri bildirimleri ile değerlendirilmesi ve ilerleyen yıllarda çevrimiçi eğitimin daha aktif olarak kullanılmasının verimli olup olmayacağı sorgulanmıştır. Bununla birlikte, geleneksel anatomi öğretimini uzaktan öğretim yöntemiyle karşılaştırarak tıp öğrencilerinde Covid-19 salgınının anatomi öğretimi üzerindeki etkisinin belirlemesi üzerine tasarlanmıştır.
Yöntem: Çalışma Akdeniz Üniversitesi Tıp Fakültesinde eğitim gören Dönem II ve Dönem III öğrencileri ile gerçekleştirilmiştir. Araştırmaya Dönem 2 öğrencilerinden 241 kişi, Dönem 3 öğrencilerinden ise 159 kişi olmak üzere toplamda 400 öğrenci dâhil edilmiştir. Çalışmaya katılan öğrencilerin %55’i erkek, %45’i kadındır. Dönem III öğrencileri anatomi eğitimini ağırlıklı olarak çevrimiçi yöntemlerle gerçekleştirirken, Dönem II öğrencileri anatomi eğitimini ağırlıklı olarak hibrit uygulama yöntemiyle tamamlamışlardır. Çalışmada Covid-19 pandemisi sırasında anatomi disiplini için sanal öğretim yöntemi hakkındaki görüşleri ve öğretim metotlarının, öğrenci üzerinde etkisi incelenmiştir. Yapılan anket çalışmasının sonucunda elde edilen veriler SPSS (Statistical Package for the Social Sciences) 25.00 paket programı ile analiz edilmiştir. Çalışmada 0,05'ten küçük p değerleri istatistiksel olarak anlamlı kabul edilmiştir.
Bulgular: Geleneksel anatomi öğretimi en çok tercih edilen ve etkili öğretim yöntemi olmaya devam etmektedir. Öğrenciler, çevrimiçi anatomi yöntemlerinden en çok derslerin önceden kaydedilmiş video kayıtlarını yüksek düzeyde tercih etmişlerdir (p=0.01). Çalışmanın sonuçları değerlendirildiğinde çevrim içi yöntemlerin etkinlik ve verimlilik açısından faydalı olduğu tespit edilmiştir. Bununla birlikte öğrencilerin yüz yüze eğitim yöntemlerine kıyasla çevrimiçi eğitim yöntemlerini “kısmen” tercih ettiği belirlenmiştir (p=0,04). Bu bağlamda çevrimiçi eğitimin, yüz yüze eğitimin yerine tamamen geçemeyeceği fakat yüz yüze eğitim yöntemlerinin çevrimiçi eğitim yöntemleriyle desteklenebileceği sonucuna varılmaktadır.
Sonuç: Çalışmanın sonucunda elde ettiğimiz veriler doğrultusunda pandemi döneminde öğrencilerinin aldığı çevrimiçi anatomi derslerinin ve yöntemlerinin mesleki gelişimleri açısından oldukça önemli olduğu sonucuna varılmıştır. Ancak çevrimiçi eğitimin, yüz yüze gerçekleştirilen örgün eğitim sisteminin yerini alamayacağını bir gerçektir. Bu çalışmanın çevrimiçi eğitim ve eğitim yöntemleri açısından sağlık bilimleri alanlarında yapılacak olan çalışmalar için bir kaynak oluşturacağını düşünmekteyiz. Bununla birlikte çeşitli uzaktan eğitim yöntemlerini geleneksel yüz yüze anatomi öğretimiyle karşılaştıran bu çalışma ile dijital öğrenmenin yüz yüze öğrenmeyi destekleyici bir işleve sahip olabileceği öngörülmektedir.

References

  • 1. Nicola M, Alsafi Z, Sohrabi C, Kerwan A, Al-Jabir A, Iosifidis C, et al. The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International journal of surgery. 2020;78:185-93.
  • 2. Rose S. Medical Student Education in the Time of COVID-19. Jama. 2020;323(21):2131-2.
  • 3. AbouHashem Y, Dayal M, Savanah S, Strkalj G. The application of 3D printing in anatomy education. Medical education online. 2015;20:29847.
  • 4. Khasawneh RR. Anatomy Education of Medical Students During the COVID 19 Pandemic. Int J Morphol. 2021;39(5):1264-9.
  • 5. Cheng H, Esmonde-White C, Kassay AD, Wunder ML, Martin C. Developing a Hybrid Four-Prong Approach to Anatomical Education During the COVID-19 Pandemic. Medical science educator. 2021;31(4):1529-35.
  • 6. Stunden C, Zakani S, Martin A, Moodley S, Jacob J. Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19. JMIR medical education. 2021;7(4):e30533.
  • 7. Trelease RB. From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education. Anatomical sciences education. 2016;9(6):583-602.
  • 8. Franchi T. The Impact of the Covid-19 Pandemic on Current Anatomy Education and Future Careers: A Student's Perspective. Anatomical sciences education. 2020;13(3):312-5.
  • 9. Hu M, Wattchow D, de Fontgalland D. From ancient to avant-garde: a review of traditional and modern multimodal approaches to surgical anatomy education. ANZ journal of surgery. 2018;88(3):146-51.
  • 10. Iwanaga J, Loukas M, Dumont AS, Tubbs RS. A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation. Clinical anatomy. 2021;34(1):108-14.
  • 11. Totlis T, Tishukov M, Piagkou M, Kostares M, Natsis K. Online educational methods vs. traditional teaching of anatomy during the COVID-19 pandemic. Anat Cell Biol. 2021;54(3):332-9.
  • 12. Gizem Öneri Uzun, Ayhan Çakıcı Eş, Evram G. Examination of Attitudes of University Students in Distance Education According to Some Variables Near East University Journal of Education Faculty. 2020;3(2):104-15.
  • 13. Rizun M, Strzelecki A. Students' Acceptance of the COVID-19 Impact on Shifting Higher Education to Distance Learning in Poland. International journal of environmental research and public health. 2020;17(18).
  • 14. Peloso RM, Ferruzzi F, Mori AA, Camacho DP, Franzin L, Margioto Teston AP, et al. Notes from the Field: Concerns of Health-Related Higher Education Students in Brazil Pertaining to Distance Learning During the Coronavirus Pandemic. Evaluation & the health professions. 2020;43(3):201-3.
There are 14 citations in total.

Details

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

Arzu Hizay 0000-0001-5886-0714

Yeşim Şenol 0000-0002-7842-3041

Publication Date December 31, 2022
Submission Date April 20, 2022
Published in Issue Year 2022

Cite

Vancouver Hizay A, Şenol Y. Covid 19 Pandemisinde Tıp Öğrencilerinin Geleneksel ve Çevrimiçi Anatomi Öğretimi Hakkındaki Görüşlerinin Değerlendirilmesi. TED. 2022;21(65):5-17.