Lin Dustin C, Bunch Bailey, De Souza Raissa Zuim Dantas, Chen Dickson, Zhou Jinyan, Zumwalt Ann C, Wisco Jonathan J
Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, MA 02118 USA.
Med Sci Educ. 2022 Feb 24;32(2):411-422. doi: 10.1007/s40670-022-01524-x. eCollection 2022 Apr.
Medical institutions have been forced to modify gross anatomy pedagogy to comply with the health restrictions imposed by the novel coronavirus (COVID-19). Boston University School of Medicine (BUSM) is one such institution that temporarily restructured its course. We replaced cadaveric dissection activities with prosections and placed a greater emphasis on a flipped classroom model. This study investigates the effectiveness of new course materials developed to aid these curriculum changes. Course materials were developed for three purposes: (1) preparation before laboratory sessions (orientation videos and Complete Anatomy (3D4Medical, Elsevier) screens); (2) guidance during laboratory sessions (laboratory guides); and (3) review after laboratory sessions (Zoom recitation sessions). We performed a grounded theory thematic analysis of students' responses (80/160, 50% response) to qualitative survey questions and to focus group questions (16 students who self-selected between 4 different sessions). Data from both the survey and focus groups demonstrated that the vast majority of students agreed that the materials helped them navigate through learning gross anatomy. However, laboratory guides were used mostly for post-lab review as opposed to the intended direction during laboratory sessions. Students within all focus groups overwhelmingly touted the value of Zoom recitation sessions, with many stating that they were imperative to course success. When comparing performance data between 2019 (pre-COVID) and 2020 students, we found that the students who took the anatomy course during the onset of COVID had a slightly higher overall average score in all three modules of the course than compared to the 2019 students. We propose that the utilization of course materials that students perceived as time saving and pertinent to their exam performance, when combined with cadaveric prosection, emphasized the benefits of flipped-classroom learning to help students learn gross anatomy effectively and efficiently during the pandemic and beyond.
The online version contains supplementary material available at 10.1007/s40670-022-01524-x.
医疗机构被迫修改大体解剖学教学方法，以遵守新型冠状病毒（COVID-19）实施的健康限制措施。波士顿大学医学院（BUSM）就是这样一所临时调整其课程的机构。我们用预解剖取代了尸体解剖活动，并更加强调翻转课堂模式。本研究调查了为辅助这些课程变革而开发的新课程材料的有效性。开发课程材料有三个目的：（1）实验课之前的准备（指导视频和完整解剖学（3D4Medical，爱思唯尔）屏幕）；（2）实验课期间的指导（实验指南）；（3）实验课之后的复习（Zoom复习课）。我们对学生对定性调查问卷和焦点小组问题的回答（80/160，50%的回复率）进行了扎根理论主题分析（16名学生在4个不同课程中自行选择）。调查和焦点小组的数据都表明，绝大多数学生认为这些材料有助于他们学习大体解剖学。然而，实验指南大多用于课后复习，而非实验课期间的预期用途。所有焦点小组的学生都极力称赞Zoom复习课的价值，许多人表示这对课程成功至关重要。在比较2019年（COVID之前）和2020年学生的成绩数据时，我们发现，在COVID开始时修读解剖学课程的学生在该课程的所有三个模块中的总体平均成绩略高于2019年的学生。我们建议，利用学生认为节省时间且与考试成绩相关的课程材料，再结合尸体预解剖，突出了翻转课堂学习的好处，有助于学生在疫情期间及之后有效且高效地学习大体解剖学。
在线版本包含可在10.1007/s40670-022-01524-x获取的补充材料。
