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Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic |
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| Authors: | Nalini Pather Phil Blyth Jamie A Chapman Manisha R Dayal Natasha AMS Flack Quentin A Fogg Rodney A Green Anneliese K Hulme Ian P Johnson Amanda J Meyer John W Morley Peter J Shortland Goran ?trkalj Mirjana ?trkalj Krisztina Valter Alexandra L Webb Stephanie J Woodley Michelle D Lazarus |
| Institution: | 1. Department of Anatomy Education, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia;2. Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand;3. Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Tasmania, Australia
Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);4. School of Science, Western Sydney University, Sydney, New South Wales, Australia Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);5. Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);6. Department of Anatomy and Neuroscience, School of Biomedical Sciences, The University of Melbourne, Melbourne, Victoria, Australia Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);7. Department of Pharmacy and Biomedical Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia;8. Department of Anatomy Education, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, New South Wales, Australia Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);9. Department of Biomedical Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, New South Wales, Australia Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);10. School of Human Sciences, Faculty of Science, The University of Western Australia, Perth, Western Australia, Australia Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);11. School of Medicine, Western Sydney University, Sydney, New South Wales, Australia Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);12. Medical Education Unit, Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia Contribution: Data curation (equal), ?Investigation (equal), Writing - review & editing (equal);13. Medical Education Unit, Medical School, College of Health and Medicine, Australian National University, Canberra, Australian Capital Territory, Australia;14. Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Faculty of Medicine Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia |
| Abstract: | Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand. |
| Keywords: | gross anatomy education medical education Covid-19 pandemic Australia New Zealand online delivery student well-being reflective practices workload online practical anatomy active learning remote learning |