Abstract
Cadaveric dissection is widely used in anatomy teaching worldwide. This method develops anatomical knowledge and practical dissection skills, as well as communication and team working. At the School of Anatomy, University of Bristol, two of our undergraduate units depend on dissection as a teaching tool.
Social distancing guidelines brought about by COVID-19 brought challenges and meant it was not possible for all students to be present around a cadaver simultaneously. We adapted with secure, two-way live streaming, facilitated by ceiling-mounted cameras.
Our units utilised the technology in slightly different ways. In a larger cohort, students were not able to attend the dissection room simultaneously and 2–4 students from each group attended, with the remainder (6–8 students) attending via Zoom. In the smaller cohort, all students attended, though only two students could be present around the cadaver, with Zoom used to stream the dissection to those distanced around the room. Those present narrated and ensured visibility of the dissection, whilst posing questions to those at home. The home group provided feedback, generated discussion, and conducted research.
This chapter reflects on our experiences using this innovative teaching method. It was a valuable alternative to being in person. Whilst students might have spent less time in the dissection room, their dissection time equalled or was greater than pre-pandemic. Students developed digital confidence and built cohorts, and whilst we reflect on the need for effective communication and digital equity, we offer our best practice and solutions.
Whilst in-person teaching has resumed in 2021–2022, investment in this technology enables us to rapidly pivot to a reduced in-person, or an entirely online delivery where required, and we are confident that our delivery will be effective in either case. There are also exciting opportunities for new forms of delivery as well as national and international collaborations.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alasmari WA (2021) Medical students’ feedback of applying the virtual dissection table (anatomage) in learning anatomy: a cross-sectional descriptive study. Adv Med Educ Pract 12:1303–1307
Allsop S, Hollifield M, Huppler L, Baumgardt D, Ryan D, Van Eker M, Spear M, Fuller C (2020) Using videoconferencing to deliver anatomy teaching to medical students on clinical placements. Transl Res Anat 19(100):059
Bakir, R. & Sara Alsaadani, S. A. (2021) Student experiences of online design education post COVID-19: a mixed methods study.
Berry S (2019) Teaching to connect: community-building strategies for the virtual classroom. Online Learning 23:164–183
Copeland WE, Mcginnis E, Bai Y, Adams Z, Nardone H, Devadanam V, Rettew J, Hudziak JJ (2021) Impact of COVID-19 pandemic on college student mental health and wellness. J Am Acad Child Adolesc Psychiatry 60:134–141.e2
El-Haddad J, Prvan T, Štrkalj G (2021) Attitudes of anatomy students toward commemorations for body donors: a multicultural perspective. Anat Sci Educ 14:89–98
Erickson OA, Cole RB, Isaacs JM, Alvarez-Clare S, Arnold J, Augustus-Wallace A, Ayoob JC, Berkowitz A, Branchaw J, Burgio KR, Cannon CH, Ceballos RM, Cohen CS, Coller H, Disney J, Doze VA, Eggers MJ, Farina S, Ferguson EL, Gray JJ, Greenberg JT, Hoffmann A, Jensen-Ryan D, Kao RM, Keene AC, Kowalko JE, Lopez SA, Mathis C, Minkara M, Murren CJ, Ondrechen MJ, Ordoñez P, Osano A, Padilla-Crespo E, Palchoudhury S, Qin H, Ramírez-Lugo J, Reithel J, Shaw CA, Smith A, Smith R, Summers AP, Tsien F, Dolan EL (2022) “How do we do this at a distance?!” A descriptive study of remote undergraduate research programs during COVID-19. CBE Life Sci Educ 21:ar1
Erolin C, Reid L, Mcdougall S (2019) Using virtual reality to complement and enhance anatomy education. J Vis Commun Med 42:93–101
Estai M, Bunt S (2016) Best teaching practices in anatomy education: A critical review. Ann Anat 208:151–157
Finn GM, Hafferty FW (2020) Exploring the hidden curriculum in anatomy education. In: Chan LK, Pawlina W (eds) Teaching anatomy: a practical guide. Springer International Publishing, Cham, pp 483–493
Ghosh SK (2017) Cadaveric dissection as an educational tool for anatomical sciences in the twenty-first century. Anat Sci Educ 10:286–299
Gillingwater TH, Findlater GS (2015) Anatomy: back in the public spotlight. Lancet 385:1825
Hafferty FW, Finn GM (2015) The hidden curriculum and anatomy education. In: Chan LK, Pawlina W (eds) Teaching anatomy: a practical guide. Springer International Publishing, Cham, pp 339–349
Hargittai E (2005) Survey measures of web-oriented digital literacy. Soc Sci Comput Rev 23:371–379
Harvey, J. (2020) Face value: why won’t students turn their cameras on? [Online]. Available: https://wonkhe.com/blogs/face-value-why-wont-students-turn-their-cameras-on/ Accessed January 10 2022.
Hilliard J, Kear K, Donelan H, Heaney C (2020) Students’ experiences of anxiety in an assessed, online, collaborative project. Comput Educ 143(103):675
Iwanaga J, Loukas M, Dumont AS, Tubbs RS (2021) A review of anatomy education during and after the COVID-19 pandemic: revisiting traditional and modern methods to achieve future innovation. Clin Anat 34:108–114
Krych AJ, March CN, Bryan RE, Peake BJ, Pawlina W, Carmichael SW (2005) Reciprocal peer teaching: students teaching students in the gross anatomy laboratory. Clin Anat 18:296–301
Laakkonen J, Muukkonen H (2019) Fostering students’ collaborative learning competencies and professional conduct in the context of two gross anatomy courses in veterinary medicine. Anat Sci Educ 12:154–163
Losh, E. 2021. Universities must stop presuming that all students are tech-savvy. Times Higher Education [Online].
Mahmud W, Hyder O, Butt J, Aftab A (2011) Dissection videos do not improve anatomy examination scores. Anat Sci Educ 4:16–21
Marks SC Jr, Bertman SL, Penney JC (1997) Human anatomy: a foundation for education about death and dying in medicine. Clin Anat 10:118–122
Mccrae RR, Costa PT (1987) Validation of the five-factor model of personality across instruments and observers. J Pers Soc Psychol 52:81–90
Microsoft. (2022) Surface hub for business: unlock the power of the group [Online]. Available: https://www.microsoft.com/en-us/surface/business/surface-hub-2. Accessed January 102022.
Morris S, Osborne MS, Bowyer D (2018) Head and neck anatomy: effect of focussed near-peer teaching on anatomical confidence in undergraduate medical students. J Surg Educ 75:1486–1490
Nash G, Crimmins G, Oprescu F (2016) If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety? Assess Eval High Educ 41:586–600
National Digital Inclusion Alliance. (2022) Definitions [Online]. Available: https://www.digitalinclusion.org/definitions/. Accessed January 102022.
Nwachukwu C, Lachman N, Pawlina W (2015) Evaluating dissection in the gross anatomy course: correlation between quality of laboratory dissection and students outcomes. Anat Sci Educ 8:45–52
Onigbinde OA, Chia T, Oyeniran OI, Ajagbe AO (2021) The place of cadaveric dissection in post-COVID-19 anatomy education. Morphologie 105:259–266
Resta, P., Laferrière, T., Mclaughlin, R. & Kouraogo, A. 2018. Issues and challenges related to digital equity: an overview. In: Voogt, J., Knezek, G., Christensen, R. & Lai, K.-W. (eds.) Second handbook of information technology in primary and secondary education. Springer International Publishing.Cham: 1–18.
Rios T (2019) The relationship between students’ personalities and their perception of online course experiences. J Educ Online 16:n1
Schwartzman G, Ramamurti P (2021) Visible body human anatomy atlas: innovative anatomy learning. J Digit Imaging 34:1328–1330
Sirrine EH, Kliner O, Gollery TJ (2021) College student experiences of grief and loss amid the COVID-19 global pandemic. OMEGA - J Death Dying 0:00302228211027461
Smith JP, Kendall JL, Royer DF (2018) Improved medical student perception of ultrasound using a paired anatomy teaching assistant and clinician teaching model. Anat Sci Educ 11:175–184
Sweifach J, Laporte HH (2009) Group work in foundation generalist classes: perceptions of students about the nature and quality of their experience. Soc Work with Groups 32:303–314
Uruthiralingam U, Rea PM (2020) Augmented and virtual reality in anatomical education - a systematic review. Adv Exp Med Biol 1235:89–101
Usborne S (2015) Public anatomy classes return: can they escape the shadows of the bodysnatchers? The Independent
Viana RB, Campos MH, Santos DDAT, Xavier ICM, Vancini RL, Andrade MS, De Lira CAB (2019) Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program. Anat Sci Educ 12:74–81
Walter T (2004) Body worlds: clinical detachment and anatomical awe. Soc Health Illness 26:464–488
Weaver R, Bolkan C, Decker A (2021) High death anxiety and ambiguous loss: lessons learned from teaching through the COVID-19 pandemic. Gerontol Geriatr Educ:1–12
Wolfvision. (2022) EYE-14 Versatile live image camera system [Online]. Available: https://wolfvision.com/en/products/eye-14. Accessed February 15, 2022
Zaid H, Ward D, Sammann A, Tendick F, Topp KS, Maa J (2010) Integrating surgical skills education into the anatomy laboratory. J Surg Res 158:36–42
Acknowledgements
We acknowledge and thank The Centre for Teaching, Learning and Curriculum, University of Bristol for their guidance around the setup of the technology used, and as always, we give our upmost thanks to the donors for their altruism.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Johnson, C.I. et al. (2023). Collaborative, Two-Directional Live Streaming to Deliver Hands-on Dissection Experience during the COVID-19 Lockdown. In: Varsou, O., Rea, P.M., Welsh, M. (eds) Biomedical Visualisation. Advances in Experimental Medicine and Biology, vol 1397. Springer, Cham. https://doi.org/10.1007/978-3-031-17135-2_6
Download citation
DOI: https://doi.org/10.1007/978-3-031-17135-2_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-17134-5
Online ISBN: 978-3-031-17135-2
eBook Packages: Biomedical and Life SciencesBiomedical and Life Sciences (R0)