Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland

Dulohery, Kate, Scully, Deirdre, Longhurst, Georga J., Stone, Danya M. and Campbell, Thomas (2021) Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland. Clinical Anatomy. ISSN 1098-2353

[img] XML
ca.23758.xml

Download (10kB)
[img]
Preview
PDF
13544.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial.

Download (2MB) | Preview

Search Google Scholar

Abstract

Abstract: It is critical that academic opinion of pandemic pedagogy is comprehensively quantified in order to inform future practices. Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID‐19, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face‐to‐face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student–student (66.7%) and student–tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic‐induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.

Item Type: Article
Additional Information: ** Article version: VoR ** From Wiley via Jisc Publications Router ** History: received 27-01-2021; accepted 14-05-2021; pub-electronic 26-05-2021. ** Licence for VoR version of this article: http://creativecommons.org/licenses/by-nc/4.0/
Uncontrolled Keywords: Medical and Dental Education, assessment, COVID‐19, distance teaching, gross anatomy, medical education, remote working
Divisions: Faculty of Health Sciences and Wellbeing > School of Medicine
Related URLs:
SWORD Depositor: Publication Router
Depositing User: Publication Router
Date Deposited: 22 Jun 2021 10:00
Last Modified: 22 Jun 2021 10:00
URI: http://sure.sunderland.ac.uk/id/eprint/13544
ORCID for Deirdre Scully: ORCID iD orcid.org/0000-0002-5918-5615

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year