Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic
Longhurst, Georga J., Stone, Danya M., Dulohery, Kate, Scully, Deirdre, Campbell, Thomas and Smith, Claire (2020) Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic. Anatomical Sciences Education, 13. pp. 298-308. ISSN 1935-9780
Item Type: | Article |
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Abstract
The Covid-19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face-to-face teaching. This has led to an almost immediate switch to distance learning by higher education institutions. Anatomy faces some unique challenges. Intrinsically, anatomy is a three-dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources; especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy.
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More Information
Additional Information: Gross anatomy education; undergraduate education; medical education; distance learning; Covid-19; anatomy; pedagogy; assessment; online education |
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Depositing User: Kate Dulohery |
Identifiers
Item ID: 18190 |
Identification Number: https://doi.org/10.1002/ase.1967 |
ISSN: 1935-9780 |
URI: http://sure.sunderland.ac.uk/id/eprint/18190 | Official URL: https://doi.org/10.1002/ase.1967 |
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Catalogue record
Date Deposited: 26 Sep 2024 13:02 |
Last Modified: 26 Sep 2024 13:15 |
Author: | Deirdre Scully |
Author: | Georga J. Longhurst |
Author: | Danya M. Stone |
Author: | Kate Dulohery |
Author: | Thomas Campbell |
Author: | Claire Smith |
University Divisions
Faculty of Health Sciences and Wellbeing > School of MedicineSubjects
Sciences > Health SciencesEducation > Higher Education
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