Medical school students' perspectives on virtual anatomy education in a developing country

IF 5.2 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Smart I. Mbagwu, Edem E. Edem, Oluwaseun E. Adegbilero-Iwari, Gabriel G. Akunna, Victor O. Makanjuola, Felix O. Ogbo, Linus A. Enye
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Abstract

Understanding the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online education in Nigeria, this study evaluated the perceptions of medical and allied-health students toward online anatomy education both during the COVID-19 lockdown in Nigeria and for the future. For this study, Google Form questionnaires were distributed via different social and academic platforms to medical and allied-health students in Nigeria between September 28 and December 17, 2020. A total of 954 students participated in the study and 947 valid responses were recorded. The results showed that 77.6% of the students had reported computer/IT skills and 12.1% admitted that they had never attended an online class. Interestingly, 60% of the respondents disapproved of online learning approaches as effective tools for instructions in the anatomical sciences. Majority of the students (84%) agreed that their performance in anatomy would have been better if the classes were face-to-face, while 55% found the online anatomy classes uninteresting. Furthermore, 91.5% agreed that anatomy educators needed advanced skills for online education, while 94.2% agreed that anatomy online teaching needs more advanced technology to be implemented in Nigeria. This study revealed an overall negative perception about the suitability and effectiveness of online anatomy education in Nigerian medical/health training. This study recommends further investigations into the challenges that were presented during online anatomy education at the peak of the pandemic. This will help direct the development and implementation of a workable and sustainable online education model for anatomical sciences in Nigeria.

发展中国家医学院学生对虚拟解剖学教育的看法。
本研究了解解剖学教育在医学培训中发挥的基本作用,并考虑到在线教育在尼日利亚刚刚起步,因此评估了尼日利亚 COVID-19 封锁期间以及未来医学和联合保健专业学生对在线解剖学教育的看法。在这项研究中,我们在 2020 年 9 月 28 日至 12 月 17 日期间通过不同的社交和学术平台向尼日利亚的医学和联合保健专业学生分发了谷歌表格问卷。共有 954 名学生参与研究,记录了 947 份有效答复。结果显示,77.6%的学生报告了计算机/信息技术技能,12.1%的学生承认他们从未参加过在线课堂。有趣的是,60%的受访者不赞成将在线学习方法作为解剖科学教学的有效工具。大多数学生(84%)同意,如果采用面授方式,他们的解剖学成绩会更好,而 55% 的学生认为在线解剖学课程不有趣。此外,91.5% 的人认为解剖学教育工作者需要掌握在线教育的先进技能,94.2% 的人认为在尼日利亚实施解剖学在线教学需要更先进的技术。本研究揭示了尼日利亚医学/卫生培训对在线解剖学教育的适用性和有效性的总体负面看法。本研究建议进一步调查大流行病高峰期在线解剖学教育所面临的挑战。这将有助于指导尼日利亚解剖科学可行且可持续的在线教育模式的开发和实施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Anatomical Sciences Education
Anatomical Sciences Education Anatomy/education-
CiteScore
10.30
自引率
39.70%
发文量
91
期刊介绍: Anatomical Sciences Education, affiliated with the American Association for Anatomy, serves as an international platform for sharing ideas, innovations, and research related to education in anatomical sciences. Covering gross anatomy, embryology, histology, and neurosciences, the journal addresses education at various levels, including undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental. It fosters collaboration and discussion in the field of anatomical sciences education.
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