Division of Science, Health, and Mathematics, Niagara County Community College, Sanborn, New York.
Curriculum, Instruction, and the Science of Learning PhD Program, State University of New York at Buffalo, Buffalo, New York.
Anat Sci Educ. 2021 Jul;14(4):399-407. doi: 10.1002/ase.2098.
This article explores the effects of the coronavirus disease 2019 (Covid-19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid-19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.
本文探讨了 2019 年冠状病毒病（COVID-19）大流行对解剖实验室独特生态系统中实体和数字尸体演变的影响。实体尸体是解剖学教育中的传统和成熟学习工具，而数字尸体则是相对较新的现象。COVID-19 大流行对各级各类教育（包括解剖学教育）造成了重大干扰和破坏。本文构建了一个典型解剖实验室和生态系统之间的概念隐喻，并从生态的角度考虑了实体和数字尸体在解剖学教育中的可供性、约束和不断变化的角色。分析了在干扰期间实体和数字尸体的适应情况，并认识到数字尸体技术的弹性。还考虑了数字尸体在未来解剖实验室生态系统中增加可及性和包容性方面的不断发展的作用。
