See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/387963834

CHALLENGES AND DISTINCTIONS IN ONLINE ANATOMY EDUCATION FOR

MEDICAL STUDENTS: A SHORT REVIEW Original Research Paper

Article · January 2025

CITATIONS READS

0 5

1 author:

Varuneshwar Parsad
Medical University of the Americas
9 PUBLICATIONS 11 CITATIONS

SEE PROFILE

All content following this page was uploaded by Varuneshwar Parsad on 13 January 2025.

The user has requested enhancement of the downloaded file.

 VOLUME - 13, ISSUE - 10, OCTOBER - 2024 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra

Original Research Paper Clinical Anatomy

CHALLENGES AND DISTINCTIONS IN ONLINE ANATOMY EDUCATION FOR

MEDICAL STUDENTS: A SHORT REVIEW

Varuneshwar Department Of Human Body Structure And Function, Medical University Of

Parsad* The Americas, Saint Kitts And Nevis *Corresponding Author

ABSTRACT The COVID-19 pandemic catalyzed a paradigm shift in education, with online learning becoming the
primary mode of instruction across disciplines, including medical education. Anatomy, traditionally
taught through hands-on dissection, cadaveric demonstrations, and interactive classroom sessions, faced signicant
challenges in transitioning to the online realm. This paper explores the difculties encountered in delivering anatomy education
online, compares the efcacy of online versus traditional methods, and discusses the long-term implications of this shift on
medical training. Through a review of existing literature and empirical ndings, we aim to highlight key challenges such as
reduced tactile learning, limited student engagement, technical barriers, and alterations in assessment strategies.
Furthermore, we examine pedagogical adaptations, the role of digital tools like virtual dissections, and the importance of
blended learning models in addressing these gaps.

KEYWORDS : Online anatomy education, COVID-19 pandemic, cadaveric dissection, tactile learning, 3D models,
virtual dissection, student engagement, blended learning, VR/AR, active learning.
INTRODUCTION 3. Technical Barriers and Digital Literacy
Anatomy is a cornerstone of medical education, providing the Not all students have equal access to the technological tools
foundational understanding of human body structures and reliable internet connections necessary for effective
necessary for clinical practice. Traditionally, anatomy has online learning, creating a digital divide that
been taught through cadaveric dissections, in-person disproportionately impacts students from underprivileged
lectures, and hands-on laboratory experiences (Bhattarai et backgrounds, further exacerbating educational inequalities
al;2022). The abrupt shift to online education during the (Dhawan, 2020). Additionally, digital literacy is a crucial factor
COVID-19 pandemic forced educators to explore alternative in determining how successfully students can engage with
methods of teaching, including virtual dissections, 3D online platforms. Many students, especially those early in
anatomical models, and online discussion forums. While their medical training, may nd it challenging to navigate the
online teaching offers exibility and a wider range of intricacies of digital tools, which can hinder their ability to fully
resources, it presents unique challenges for subjects like participate and benet from virtual anatomy lessons.
anatomy, which require experiential and tactile learning. This
paper examines the specic challenges of teaching anatomy 4. Altered Assessment Strategies
in an online format, the differences between online and Traditionally, anatomy knowledge has been assessed
traditional in-person approaches, and potential strategies for through practical exams, such as cadaveric spot tests,
improvement in the future. structure identication, and viva voce. However, with the shift
to online education, alternative assessment methods like
Challenges in Online Anatomy Education multiple-choice questions (MCQs) and online quizzes have
1. Loss of Tactile Learning become more common. While these formats offer efciency,
One of the primary challenges in online anatomy education is they often fall short in evaluating the depth of understanding
the absence of tactile learning, which has historically been a needed for clinical practice. Relying on MCQs can encourage
crucial component of anatomy training. Cadaveric dissection surface-level learning, where students focus on memorization
provides students with the invaluable opportunity to engage rather than developing a comprehensive grasp of anatomical
directly with human tissues and understand the three- structures (Gupta et al., 2021). Additionally, the use of online
dimensional complexity of anatomical structures. Research proctoring raises concerns regarding academic integrity and
suggests that hands-on dissection signicantly enhances the the fairness of these assessments.
comprehension of spatial relationships, a critical aspect that
is difcult to reproduce through virtual tools (Estai & Bunt, Distinctions Between Online and In-Person Anatomy
2016). While virtual dissection software, such as Visible Body Education
and 3D Anatomy Atlas, offers a visual and interactive 1. Resource Availability
alternative, these platforms fall short in replicating the feel, Online education offers an unprecedented range of digital
texture, and subtle variations encountered in cadavers, resources, including 3D anatomical models, virtual
limiting the depth of students' learning experiences. dissections, and augmented reality (AR) tools. These
resources provide students with a more diverse array of
2. Limited Student Engagement learning materials than traditional anatomy education, which
In a traditional classroom, students benet from real-time often relies on physical textbooks and cadaveric dissections
interactions, where they can ask questions, clarify doubts, and (Singh et al., 2021). However, while these tools can enhance
engage with peers, fostering a deeper understanding of theoretical understanding, they cannot fully substitute the
complex topics. Online platforms, however, often struggle to practical experience of working with real human tissues.
replicate this level of interactivity. Choi-Lundberg et al. (2016)
found that students learning anatomy online reported feelings 2. Flexibility and Accessibility
of isolation and disengagement compared to their in-person Online learning offers exibility in both time and location,
counterparts. While tools like Zoom and Microsoft Teams enabling students to engage with course materials at their
enable some interaction, they lack the spontaneity and uidity convenience. This exibility is especially advantageous for
of face-to-face discussions. This reduced engagement can students with other commitments or those living in remote
impede the development of critical thinking skills, which are areas. However, the lack of structured schedules in online
crucial for medical professionals, as it limits the opportunity learning can lead to decreased motivation and poor time
for immediate feedback and collaborative problem-solving. management for some students. In contrast, traditional in-
GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS X 1
VOLUME - 13, ISSUE - 10, OCTOBER - 2024 • PRINT ISSN No. 2277 - 8160 • DOI : 10.36106/gjra
person classes provide a more structured environment, 2. Enhanced Use of Technology
helping students maintain focus and stay on track with their Advances in technology, particularly AR and virtual reality
studies (Longhurst et al., 2020). (VR), hold promise for improving the online anatomy learning
experience. AR tools can overlay anatomical structures onto
3. Collaboration and Peer Learning real-world objects, providing a more immersive and
In medical education, collaborative learning and peer interactive learning environment (Tang et al., 2020). VR
interaction are vital components that enhance students' simulations offer a 3D, spatial understanding of anatomy,
understanding of complex subjects, particularly in anatomy. allowing students to "dissect" virtual cadavers. While these
Traditionally, dissection labs and study groups foster active technologies are still in their infancy, they represent a
peer-to-peer learning, where students clarify doubts, share potential solution to the loss of tactile learning in online
insights, and engage in hands-on problem-solving. This education.
environment encourages the development of teamwork and
communication skills, which are essential in clinical practice. 3. Active Learning Strategies
However, online learning can impede these collaborative To address the issue of student engagement, educators can
experiences. Without the physical presence of peers and incorporate more active learning strategies into their online
instructors, students may feel isolated, leading to decreased teaching. Techniques such as problem-based learning, case
engagement in group discussions or reluctance to participate studies, and online breakout rooms can encourage students to
in collaborative projects. The lack of shared spaces for engage more deeply with the material (Singh et al., 2019).
informal learning—such as study groups formed during in- Additionally, regular live sessions with opportunities for real-
person classes or casual exchanges during lab work—limits time interaction can help replicate the dynamic, interactive
opportunities for deeper engagement with the material. environment of in-person classes.
Furthermore, the absence of immediate feedback from peers
during collaborative dissection sessions can prevent students CONCLUSION
from developing the critical thinking and spatial reasoning The shift to online anatomy education has highlighted
skills required in anatomy. Studies suggest that virtual signicant challenges, particularly in the areas of tactile
environments, while useful for delivering content, often fail to learning, student engagement, and assessment. While online
replicate the spontaneous, interactive nature of group tools offer valuable resources for theoretical learning, they
learning in physical settings. For example, Cheng et al. (2022) cannot fully replace the experiential learning that is central to
highlight that the absence of collaborative lab work anatomy education. Blended learning models, technological
diminishes students' ability to internalize anatomical innovations, and active learning strategies offer promising
relationships in a meaningful way. These ndings emphasize solutions to these challenges. As medical education continues
the need for innovative online platforms that encourage more to evolve, it is essential to nd a balance between online and
effective peer interaction, potentially through small group in-person teaching methods to ensure that future medical
assignments or virtual lab simulations designed to mimic the professionals receive comprehensive and effective training in
collaborative elements of in-person anatomy education. anatomy.
Promoting synchronous sessions and using breakout rooms
for smaller group discussions may help mitigate some of these REFERENCES
limitations, but a complete replication of the hands-on, peer- 1. Bhattarai, Laxmi & KC, Sudikshya & Shrivastava, Amit & Sah, Ram. (2022).
Importance of Cadaveric Dissection in Learning Anatomy for Medical
driven learning experience remains a challenge in online Students: A Review. Med Phoenix. 6. 68-72. 10.3126/medphoenix.v6i2.38744.
formats. 2. Tang KS, Cheng DL, Mi E, Greenberg PB. Augmented reality in medical
education: a systematic review. Can Med Educ J. 2020 Mar 16;11(1):e81-e96.
3. Chang, M.F., Liao, M.L., Lue, J.H., & Yeh, C.C. (2022). The impact of
Adaptations and Solutions asynchronous online anatomy teaching and smaller learning groups in the
1. Blended Learning Models anatomy laboratory on medical students' performance during the Covid-19
A hybrid or blended learning approach, integrating both pandemic. Anatomical Sciences Education, 15(3), 476-492.
4. Choi-Lundberg DL, Cuellar WA, Williams AM. Online dissection audio-visual
online and in-person components, offers a potential solution resources for human anatomy: Undergraduate medical students' usage and
to the challenges of online anatomy education. In this model, learning outcomes. Anat Sci Educ. 2016 Nov;9(6):545-554. doi:
students benet from the exibility of online platforms for 10.1002/ase.1607. Epub 2016 Mar 24. PMID: 27802370.
5. Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19
theoretical understanding and self-paced study while still Crisis. Journal of Educational Technology Systems, 49(1), 5-22.
gaining essential hands-on experience through in-person 6. Estai M, Bunt S. Best teaching practices in anatomy education: A critical
labs. This combination allows students to engage with digital review. Ann Anat. 2016 Nov;208:151-157. doi: 10.1016/j.aanat.2016.02.010.
Epub 2016 Mar 17. PMID: 26996541.
resources, such as virtual dissections, 3D anatomy models, 7. Gupta, Nidhi & Pandey, Suniti & Anshu, Ashutosh. (2020). “Innovative
and quizzes, to reinforce their foundational knowledge Anatomy assessment methods in COVID-19 Pandemic: statistical
remotely, as noted by Yoo et al. (2021). At the same time, in- observations and students viewpoints”. Bangladesh Journal of Medical
person lab sessions provide the tactile experience and direct Science. 19. 10.3329/bjms.v19i0.47831
8. Singh, K., Bharatha, A., Sa, B. et al. Teaching anatomy using an active and
interaction with anatomical specimens that are crucial for engaging learning strategy. BMC Med Educ 19, 149 (2019).
deep comprehension and the development of spatial 9. Longhurst GJ, Stone DM, Dulohery K, Scully D, Campbell T, Smith CF.
awareness. By participating in dissections and guided labs, Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations
to Anatomical Education in the United Kingdom and Republic of Ireland in
students enhance their practical skills, which are critical in Response to the Covid-19 Pandemic. Anat Sci Educ. 2020 May;13(3):301-311.
medical practice. The hybrid model also encourages the use doi: 10.1002/ase.1967. Epub 2020 May 9. PMID: 32306550; PMCID:
of digital tools to supplement and enhance traditional PMC7264742.
10. Yoo H, Kim D, Lee YM, Rhyu IJ. Adaptations in Anatomy Education during
learning methods, leading to improved exibility without COVID-19. J Korean Med Sci. 2021 Jan 4;36(1):e13. doi: 10.3346/
sacricing the depth of learning achieved through hands-on jkms.2021.36.e13. PMID: 33398947; PMCID: PMC7781853.
experiences. This balanced approach also addresses the 11. Singh, A., et al. (2021). Virtual Anatomy Education during COVID-19
Pandemic: A Comparative Study on Student Performance and Satisfaction.
issues of collaboration and peer interaction. While students Journal of Medical Education and Curricular Development, 8, 1-7.
can engage in virtual study groups or collaborative
assignments online, in-person labs allow for the kind of real-
time feedback and peer discussions that are difcult to
replicate in a fully virtual environment.

This hybrid method provides the best of both worlds,

combining the accessibility and convenience of online
learning with the essential physical and interactive elements
of traditional anatomy education
2 X GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS
View publication stats