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Back to Journal »Advances in Medical Education and Practice» Volume 12
During the COVID-19 pandemic in developing countries, implementing innovative educational technologies in the teaching of anatomy and basic medical science: a silver lining for COVID-19?
Author Owolabi J, Bekele A
Published on June 8, 2021, Volume 2021: 12 pages, 619-625 pages
DOI https://doi.org/10.2147/AMEP.S295239
Single anonymous peer review
Editor who approved for publication: Dr. Md Anwarul Azim Majumder
Video abstract of "Innovative Educational Technology in Anatomy Teaching" [ID 295239].
Joshua Owolabi, 1 Abebe Bekele2 1 Department of Anatomy, Faculty of Basic Medical Sciences, Faculty of Medicine, University of Global Health Equity, Butaro, Rwanda; 2 Faculty of Global Health Equity University, Butaro, Rwanda Corresponding author: Joshua Owolabi Department of Anatomy , Department of Basic Medical Sciences, Faculty of Medicine, University of Global Health Equity, Butaro, Rwanda Phone +250 781164365 Email [email protected] Abstract: This article is a descriptive and reflective article on strategic adjustments that have promoted The teaching of anatomy and related basic medical sciences for medical students in the African Medical College, which has never been closed during the lockdown caused by COVID-19 in 2020. This article considers the role of educational technology, innovation, and media, and how to use these to achieve learning goals and achieve the best results during the lock-in period. Specific technologies and innovations such as anatomy tables, complete 3D anatomy software and high-fidelity human models have been deployed to promote effective teaching of anatomy and related basic medical sciences. This is due to the vigorous use of the learning management system Canvas, as well as Internet facilities for connection, video conferencing, online meetings and online assessments, which are carried out in a strategically organized manner. The system is sufficiently dynamic to respond to changes in government policies related to COVID-19, including lockdowns in the physical environment and adjustments related to social distancing. The result is that the teaching of medical students has not stopped and the desired results have been achieved. This article considers the role of educational technology and innovation and the media, and how to use these to achieve learning goals and achieve the best results during the lock-in period. I believe this experience article will inspire and inform other medical schools to understand the benefits of building a vibrant medical school system and the benefits of using innovation in challenging times. This article also considers the limitations and benefits of technology in teaching anatomy. It is very important that certain tools, innovations and technologies are considered to be used, and the information provided may be a guide for other potential users. In the end, the lessons learned are useful to us, and we believe that we can also benefit many others. Keywords: Anatomy, Basic Medicine, Medical Education, COVID-19, Africa
The University of Global Health Equity [UGHE] in Rwanda, East Africa is one of the few African institutions that has never shut down due to the COVID-19 pandemic. SARS-CoV-2 is a new type of virus that first reported an outbreak in Wuhan, China at the end of 2019, and eventually spread to the world. It quickly evolved into a pandemic. 1 African countries adopted lockdown measures in the first quarter of 2020, and almost all higher education and academic institutions were closed. UGHE's strategic response is to take active measures to virtualize teaching activities in a short period of time. An important step to achieve this goal is to use the existing powerful learning management system [LMS] and introduce resources. All basic factors are fully considered to promote learners' best learning experience and best results. 2 This article describes these interventions, especially in the use of powerful e-learning strategies, including lessons learned.
Canvas is the trusted LMS worldwide. 3-5 Before the COVID lockdown, high-quality work has been carried out, and Canvas is used in a very stable way to attract the participation of faculty, staff and students. Without these, the faculty and staff would be an impractical school [Figure 1]. This robust use of LMS and the experience of using this reliable LMS enable the institution to migrate to an online or virtual learning environment and make strategic adjustments without negative impact. Although migration is universal in terms of institutions, different components of the medical school system, especially basic medicine, need to be specifically adjusted according to the characteristics related to these content and delivery methods. Follow the themes of best practice and quality evidence. The online lectures are optimized for the best results related to the course. 6,7 Figure 1 The UGHE Canvas page illustrates the use of LMS, which combines media and technology with all other learning materials to provide the infrastructure for virtual learning. Note: The original picture is from UGHE Canvas Guide; 2020. Creative Commons (https://creativecommons.org/licenses/by-nc-sa/4.0/).
Figure 1 The UGHE Canvas page illustrates the use of LMS to integrate media and technology with all other learning materials to provide the infrastructure for virtual learning. Note: The original picture is from UGHE Canvas Guide; 2020. Creative Commons (https://creativecommons.org/licenses/by-nc-sa/4.0/).
The system adjustment here refers to the strategic and methodological changes in the delivery process that constitute the basic medical science component of UGHE medical education. These adjustments are highlighted as follows: Use LMS as the platform for all learning materials. 8,9 Prioritize the use of multimedia to enhance the learning experience of students. 10 Integrate all other resources, including libraries, into the LMS. Integrate plug-ins into LMS in the form of social media and communication tools. Procurement, development, organization and upload of learning materials, including media audio, video, illustrations, animations, etc., to LMS. Acquire skills and improve the ability to use various media to promote and strengthen learning. Teacher and student training and e-training.
Educational videos are often very useful and are considered to be of high value in medical education. 11,12 Educational videos may help solve cognitive load issues, for example due to long hours of teaching in an online environment. In addition, UGHE uses flipped classrooms and other teaching methods, such as team-based learning [TBL] and case-based collaborative learning [CBCL]. Flipped classrooms have shown evidence that they can improve learning outcomes, not only in terms of student performance as measured by evaluation, but also in terms of ability and information internalization to better promote continued learning. 13,14
Therefore, the use of educational videos becomes very important as an important educational resource, and various types of resources are collected based on needs. However, ensuring that appropriate quality videos are used to help students learn and optimize their learning experience is often a challenge. To this end, we mainly use professionally produced commercial videos. We used Osmosis videos 15, 16 and ScholarRx videos. 17 In addition, you can also use the videos produced by the subject teachers themselves, as well as the videos provided for free on the Internet, such as videos 11 and 18 from Khan Academy and videos from partner institutions (Stanford and the University of California, Davis) and We share. Faculty and staff must review and approve the video before use. According to best practice, it is considered important for teachers to provide these videos on the learning management system [LMS] through specific links. In addition, teachers also need to write short notes on the goals and key concepts of the video, and sometimes need to ask questions about reflective exercises. Educational videos allow flexibility, especially in choosing whether the course is synchronous or asynchronous.
Audio materials in medical education are usually best used with illustrations or photo displays, so that learners can see the illustrations and listen to the audio, and try to explain the illustrations or information. 19 Audio is integrated into PowerPoint presentations at strategic points and specific times. For example, using the audio recording tool on a PowerPoint presentation in a Microsoft application can generate recorded speech to provide further explanation for diagrams, picture information, or text. This is also controlled by the student to some extent, and can be optional, because if the student is satisfied with the text, diagrams, or photographic illustrations, they can choose not to play specific audio. Generally speaking, based on available evidence, such audio is expected to be relatively short-usually less than 5 minutes in most cases. This is to ensure that the learner stays engaged while considering the other information that will be provided. The audio may simply be the teacher's voice over the prepared PowerPoint slides or illustrations. Alternatively, suitable audio presentations can be integrated into such PowerPoint presentations and/or illustrations.
Computer education programs are also used to support the transition from the main teaching mode to the main virtual mode. Elsevier's complete 3D anatomy education program [Figure 2] is used to teach some aspects of functional anatomy and physiology. The recording function can create video lectures by combining dynamic 3D representation and creation. These lectures can be linked to a learning management system or shared directly with a group of learners through the program platform. In addition to using the new dimensions of enhanced learning provided by 3D software; it provides kinesthetic advantages based on VARK learning theory. 20-22 Figure 2 The complete 3D anatomical interface. The all-in-one platform allows the creation of content from course materials, including videos [homemade and ready-made], 3D mannequins and resources from the platform’s online store. On this platform, videos, audios, simulations and animations can all be created and integrated, and provided to learners who are also linked to the platform or through the LMS. Note: The original image is from Complete 3D Anatomy, 2020, @3D4Medical.
Figure 2 The complete 3D anatomical interface. The all-in-one platform allows the creation of content from course materials, including videos [homemade and ready-made], 3D mannequins and resources from the platform’s online store. On this platform, videos, audios, simulations and animations can all be created and integrated, and provided to learners who are also linked to the platform or through the LMS. Note: The original image is from Complete 3D Anatomy, 2020, @3D4Medical.
An anatomical table was also used [Figure 3]. It is a software-based technology and innovation for teaching anatomy and physiology, including some aspects of histology and embryology, comparative anatomy and pathology. Anatomage Table is a commercial product of Anatomage, USA. It can be used for multiple purposes according to the needs of students and the proficiency of users. These uses may include, but are not limited to, virtual anatomy, virtual 3D atlas, teaching aids, and virtual simulators of human body structure and functions. 23 High-fidelity mannequins are also used to supplement the other resources mentioned. Figure 3 Anatomage table 7 for anatomical anatomy, physiological/functional simulation, demonstration and teaching facilities.
Figure 3 Anatomage table 7 for anatomical anatomy, physiological/functional simulation, demonstration and teaching facilities.
UGHE has a comprehensive curriculum. This integration is described as horizontal integration across basic medical science disciplines and vertical integration across basic medical sciences, laboratory medical sciences, and clinical sciences, with a well-defined structure and teaching methods. One way to achieve effective integration of modern medical courses is medical simulation. The simulation connects basic science and clinical medicine. UGHE has a simulation facility [Figure 4], operated by experts, educators and doctors. A high-fidelity human model was used in the simulation facility. Figure 4 UGHE medical education simulation facility setting.
Figure 4 UGHE medical education simulation facility setup.
High-fidelity simulation is an educational technology and teaching method that uses complex human models in a simulated patient environment. It is also called a human patient simulator or a high-fidelity simulator. This method uses a computerized system to control full-body human models, which can be programmed to make real physiological responses to the learner's behavior [Figure 4]. Therefore, these human models can display physiological and pathophysiological processes normally and respond to interventions, which makes them very useful for teaching complex phenomena and integrating multiple dimensions of basic medical science in a single session. Mannequins can breathe and talk, sleep and wake up, for example, they can deliver babies, bleed, and vomit. They can be used to learn and process almost all major vital signs and physiological signs, such as pulse, heartbeat, electrocardiogram, etc. All these functions can better show learners structure, function, symptoms and medical skills. twenty four
Obviously, through strategic adjustments and the use of technology and media, the teaching of anatomy and related basic medical sciences for medical and professional health students can be improved [Figure 5]. The COVID-19 pandemic merely provides an in-depth understanding of the role and benefits of technology and innovation and their creative uses. It is almost certain that in order to improve learning outcomes and solve the cognitive burden that may be related to the amount of basic medical content in medical education and training, continuous integration of technology into medical education is essential. 25 Although some traditional teaching methods are almost synonymous with anatomy teaching, autopsy is one of them. If the pandemic lasts for several months and autopsy is limited, it is unrealistic to imagine that global medical education ceases. Therefore, technology is still a reliable means to ensure that students will not be deficiencies caused by the inability to adapt and accept the available benefits that technology may provide. Therefore, together with some authors, we have advocated the use of technology and creative adaptations to ensure the correct teaching of anatomy, despite the limitations imposed by the COVID-19 pandemic.26 This is also obvious. For example, in the United States, the United Kingdom stated that such adjustments are being made and obtained success. 27 Figure 5 illustrates the optimal use of media during COVID-19 to achieve the adjustment and integration of school virtualization.
Figure 5 illustrates that the use of media can be optimized during COVID-19 to achieve school virtualization adaptation and integration.
It is important to point out that although the adoption and adaptation of technology has brought huge benefits to enable continuous teaching and best results during the COVID-19 lockdown, we have found many limitations. These limitations include unrealistic learning methods. Although they may not completely stop teaching activities, it is particularly important to address them in order to specifically address their effects and mitigate their effects.
Limitations of teaching in the COVID era: Autopsy-This is limited due to COVID-19 lockdown and social distancing measures. Laboratory practice training: Social distancing measures make many laboratory practice courses impractical. Field histology and embryology experiments: This is also restricted due to blockade and social distancing measures.
1. Investment in technology may better help organizations adapt to new or alternative learning models in emergencies and restrictive conditions, such as those caused by the COVI-19 situation.
2. Adopt a variety of learning methods, and adopt dynamic methods such as blended learning, which may contribute to the convenience of adaptation.
3. The use of evidence-based methods to promote learning and teaching will give institutions flexibility in achieving curriculum learning goals.
4. Educating medical educators and helping them use different teaching methods will help the organization be more resilient when faced with challenges.
We believe that there are many factors that contribute to effective adaptation, thereby facilitating the effective delivery of anatomy courses. This includes the robust use of reliable LMS, the robust use of anatomy and medical education innovations, including complete 3D software, media-session audio and video recording, animation, high-fidelity simulation, video conferencing, all of which are well Combine together-regular online synchronous learning. The adaptation produces a dynamic, unconventional delivery model that is neither purely synchronous nor completely asynchronous. Note that anatomy is a special basic medical science because it is important for medical education and relative practical aspects. These adaptations allow successful delivery with minimal constraints. This may help to gain insights into what anatomy educators and other departments might take to creatively adjust the system to meet their needs in similar situations.
We describe these adapted experiences as challenging, exciting, rewarding and fulfilling. Despite all the restrictions and problems that the COVID-19 pandemic has brought, the institution successfully completed the academic conference without any interruption or interruption. It is challenging because it requires teachers and learners to adapt to the new normal and constantly learn how to best participate in teaching activities. It is fulfilling because it has succeeded. This is beneficial because there is evidence of success. Obviously, there are several lessons to learn, including how to optimize the use of media, technology, and innovation. These courses will be used to improve future learning and teaching activities.
The author reports that there is no conflict of interest for this work.
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