Department of Anatomy Education, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia.
Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand.
Anat Sci Educ. 2020 May;13(3):284-300. doi: 10.1002/ase.1968. Epub 2020 May 10.
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with "business as usual." The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was "What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?." Thematic analysis to elucidate "the what and why" of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated "hands-on" experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.
澳大利亚和新西兰的大学于 2020 年 2 月/3 月开始新的学年，基本保持“照常营业”。随后的新冠疫情对解剖学教育实践造成了意想不到的干扰。自 2020 年 3 月以来，政府实施的身体距离规定越来越限制了解剖实验室的教学实践，导致快速发生变化。这两个国家的解剖教育工作者都被动员起来调整他们的教学方法。这项关于澳大利亚和新西兰大流行初期解剖教育中断的研究采用了社会建构主义的视角。研究问题是“在新冠疫情初期，澳大利亚和新西兰的解剖教育工作者认为解剖教育发生了哪些中断和变化？” 主题分析用于阐明解剖教育的“是什么”和“为什么”。来自十个机构的约 18 名解剖学学者参与了这项研究。分析揭示了“动手”经验的丧失，以及对工作量、传统角色、学生、教学法和解剖学家个人教育理念的影响。为解剖教育认可的主要机会包括：在远程站点实现同步教学、将课程扩展到远程学习空间以及采用新的教学方法。在管理解剖教育以应对疫情的过渡中，确定了六个关键要素：社区关怀、清晰的沟通、明确的期望、建设性的协调、实践共同体、妥协能力以及适应和连续性规划。毫无疑问，解剖教育在澳大利亚和新西兰这两个岛国已经迈入了一个未知的未来。
