The anatomy course during the time of COVID‐19 ‐ students’ initiation of reflections on life's passing in dissection and non‐dissection anatomy courses
Notice bibliographique
Résumé
Background During the COVID‐19 pandemic, in‐person cadaveric dissection to teach anatomy was often omitted. While knowledge‐based assessment can be evaluated via remote exams, soft skills (e.g., reflections on the topic of death) can often be overlooked. This study aims to quantitatively investigate how different anatomy course formats play a role in initiating students’ reflections on life's passing, during the COVID‐19 pandemic. Method In the fall semester of 2020, 216 medical, dental, premedical undergraduate, and health sciences students from 14 international universities discussed (in small groups) differences in their anatomy courses as part of an online exchange program. Formats of anatomy education delivery in the 14 universities ranged from dissection, hybrid dissection‐prosection, and prosection only, to no laboratory exposure during the pandemic. Students’ responses to the question, “Did/does your Anatomy course initiate your thinking on life's passing?” were collected utilizing a multiple‐choice question and a short essay. Statistical analysis was performed using Chi‐square analysis. Results 105 students dissected (group 1), 21 had a hybrid dissection‐prosection class (group 2), and 79 had no dissection (group 3). 11 students did not have an anatomy course. Within the 3 groups, 149 students had exposure to human anatomical specimens and 52 students did not. A majority of students in groups 1 and 2 reported that the anatomy course helped them to initiate reflections on the topic of death, compared to those in group 3 (75% and 71% respectively, versus 36%, p<0.05). The majority of students who had exposure to human anatomical specimens thought that the course did initiate thoughts about life's passing, compared to students who did not have this exposure (p<0.05). Students who did not dissect during the time of the pandemic felt that talking with their peers who did dissect during this period (i.e., at schools that did offer dissection) resulted in initiating thoughts about the topic of death. Discussion Anatomy dissection courses and exposure to human anatomical specimens help initiate reflection on the topic of life's passing. During the COVID‐19 pandemic interactions between students who do not dissect and their peers who do dissect help initiate thoughts about the topic of death in the non‐dissecting students, as reflected by their essays. Without exposure to human bodies there is less chance that students will think about this subject. Conclusion Anatomy dissection courses are important for the initiation of students’ feelings about the topic of death. During the COVID‐19 pandemic, dissecting students can help non‐dissecting students with initiating reflections about life's passing by discussing this subject with each other.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».