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Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic

Anatomical Sciences Education, 2020-05, Vol.13 (3), p.284 [Peer Reviewed Journal]

2020 American Association for Anatomy. ;2020. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://novel-coronavirus.onlinelibrary.wiley.com ;ISSN: 1935-9772 ;EISSN: 1935-9780 ;DOI: 10.1002/ase.1968 ;PMID: 32306555

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Title:
Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic
Author: Pather, Nalini ; Blyth, Phil ; Chapman, Jamie A ; Dayal, Manisha R ; Flack, Natasha A.M.S ; Fogg, Quentin A ; Green, Rodney A ; Hulme, Anneliese K ; Johnson, Ian P ; Meyer, Amanda J ; Morley, John W ; Shortland, Peter J ; Štrkalj, Goran ; Štrkalj, Mirjana ; Valter, Krisztina ; Webb, Alexandra L ; Woodley, Stephanie J ; Lazarus, Michelle D
Subjects: Alignment (Education) ; Anatomy ; Anatomy - education ; Australia - epidemiology ; College Faculty ; College Students ; Communicable Disease Control ; Communities of Practice ; Coronavirus Infections - epidemiology ; COVID-19 ; Curriculum ; Disease Control ; Disease Incidence ; Distance Education ; Education, Distance ; Educational Change ; Educational Philosophy ; Educational Practices ; Epidemiology ; Expectation ; Faculty Workload ; Foreign Countries ; Futures (of Society) ; Hands on Science ; Humans ; Laboratory Experiments ; New Zealand - epidemiology ; Pandemics ; Pneumonia, Viral - epidemiology ; Schools, Medical ; Science Instruction ; Science Teachers ; Teacher Attitudes ; Teacher Role ; Teaching ; Teaching Methods
Is Part Of: Anatomical Sciences Education, 2020-05, Vol.13 (3), p.284
Description: Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with "business as usual." The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was "What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?." Thematic analysis to elucidate "the what and why" of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated "hands-on" experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.
Publisher: United States: Wiley-Blackwell
Language: English
Identifier: ISSN: 1935-9772
EISSN: 1935-9780
DOI: 10.1002/ase.1968
PMID: 32306555
Source: Coronavirus Research Database

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Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic

2020 American Association for Anatomy. ;2020. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://novel-coronavirus.onlinelibrary.wiley.com ;ISSN: 1935-9772 ;EISSN: 1935-9780 ;DOI: 10.1002/ase.1968 ;PMID: 32306555

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