School of Medicine, University of Sunderland, Sunderland, UK.
Department of Anatomy, Trinity College Dublin, the University of Dublin, School of Medicine, Dublin, Ireland.
Clin Anat. 2021 Sep;34(6):948-960. doi: 10.1002/ca.23758. Epub 2021 May 26.
It is critical that academic opinion of pandemic pedagogy is comprehensively quantified in order to inform future practices. Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID-19, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face-to-face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student-student (66.7%) and student-tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic-induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.
为了为未来的实践提供信息，全面量化对大流行教学法的学术观点至关重要。因此，本研究考察了英国（英国）和爱尔兰共和国（ROI）的解剖学家如何看待为应对 COVID-19 而做出的教学调整，以及这些调整如何影响他们的教学、在线工作环境和社区经验。通过英国 15 所大学（11 所）和 ROI（4 所）的 24 位解剖学家的问卷调查收集了数据。关于教学，95.6%的教师在新技术方面提高了技能，以满足远程教学的需求。95.8%的学者更喜欢面对面进行实践课程。大多数大学（80.0%）报告说，实践课程将继续以确保社交距离的新形式进行。然而，50.0%的学者不确定这些调整是否会提高学生的学习成绩。许多解剖学家认为新的调整可能会阻碍学生之间（66.7%）和学生与导师之间（45.8%）的互动。关于评估，52.6%的学者更喜欢传统方法而不是在线方法。远程在线评估很难防止串通，但为学者节省了时间。最后，就工作环境而言，83.3%的学者表示他们的工作量增加；54.2%更喜欢在现场工作而不是远程工作，79.2%的人认为在现场工作时员工之间的互动更好。这些结果表明，解剖学家普遍对教学、评估和工作环境因大流行而做出的调整表示关注。然而，也确定了一些重要的机会，这些机会最终可能使学生和教育工作者受益。
