Promoting more future-ready anatomy education after the Covid-19 pandemic: A scoping review |
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| Authors: | Hosam Eldeen Elsadig Gasmalla Abubakr H Mossa Mohamed H Taha Majed M Wadi Khalid Shehzad Mohamed Elhassan Abdalla Siti Nurma Hanim Hadie |
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| Institution: | 1. Warwick Medical School, University of Warwick, Coventry, UK;2. Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates;3. Medical Education Centre and College of Medicine, University of Sharjah, Sharjah, United Arab Emirates;4. Department of Medical Education, Qassim College of Medicine, Qassim University, Buraydah, Kingdom of Saudi Arabia;5. Department of Anatomy and Histology, Qassim College of Medicine, Qassim University, Buraydah, Kingdom of Saudi Arabia;6. School of Medicine, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland;7. Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia |
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| Abstract: | The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O′Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula. |
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| Keywords: | Covid-19 gross anatomy education online assessment online learning online teaching pandemic remote learning |
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