Department of Experimental Medicine, University of Genoa, Genoa, Italy.
Ospedale Policlinico San Martino, Genoa, Italy.
Clin Anat. 2022 Jan;35(1):121-128. doi: 10.1002/ca.23805. Epub 2021 Nov 1.
The social distancing measures necessitated by the COVID-19 pandemic have resulted in the migration of human anatomy lessons to virtual platforms. Even student communities have had to relocate online. The virtual replacement of visual-spatial and social elements, essential for studying anatomy, has posed particular challenges for educators. Our department used Microsoft Teams, an online communication platform, in conjunction with Visible Body, a 3D anatomical modeling program, EdiErmes online resources, and Leica Acquire for teaching microscopic anatomy. We delivered about 160 h of both synchronous and asynchronous lessons for students on the medical degree program per academic year. In this study, we compare face-to-face and distance teaching in order to define these different approaches better and to evaluate the final student scores. The aim is to debate the relevance of distance learning pedagogy to the design of new online anatomy teaching courses and the development of online learning. Analysis of the final scores showed that anatomy examinations after the online course had a statistically significantly higher average value than those obtained at the end of the face-to-face course. The experience at the University of Genoa shows that distance learning in the teaching of human anatomy was perceived by most students as useful and positive. Distance learning can be an effective support for anatomy teaching, facilitating a different mode of learning in which lessons and study are more sensitive to the individual's schedule and needs. Of course, we should not and cannot exclude face-to-face teaching.
由于 COVID-19 大流行而采取的社交距离措施导致人体解剖学课程转移到虚拟平台上。甚至学生群体也不得不转移到线上。对于教育工作者来说，虚拟替代视觉空间和社交元素（这些元素对于学习解剖学至关重要）带来了特别的挑战。我们系使用了 Microsoft Teams（一种在线沟通平台）、3D 解剖建模程序 Visible Body、EdiErmes 在线资源和 Leica Acquire 来教授微观解剖学。我们每个学年为医学学位课程的学生提供大约 160 小时的同步和异步课程。在这项研究中，我们比较了面对面教学和远程教学，以更好地定义这两种不同的教学方法，并评估最终学生的成绩。目的是讨论远程学习教育学对于新的在线解剖学教学课程设计和在线学习的发展的相关性。对最终成绩的分析表明，在线课程后的解剖学考试的平均成绩明显高于面对面课程结束时的成绩。热那亚大学的经验表明，人体解剖学的远程学习被大多数学生认为是有用和积极的。远程学习可以成为解剖学教学的有效支持，促进不同的学习模式，使课程和学习更加敏感地适应个人的日程安排和需求。当然，我们不应该也不能排除面对面教学。
