Adaptations and innovations in histology and embryology education during the COVID-19 pandemic: a systematic review study.

Abstract

Background: As an alternative to traditional teaching, online education enabled the continuity of histology and embryology learning for students during the COVID-19 pandemic. This systematic review explores the new tools adopted for histology and embryology education during the pandemic and examines students' perceptions, acceptance, and engagement with e-learning.

Materials and methods: The systematic review followed the PRISMA guidelines by searching six databases: PubMed, Cochrane Reviews, MEDLINE, Web of Science, Scopus, and Google Scholar. We used the Joanna Briggs Institute (JBI) Critical Appraisal Checklist tool to assess the quality of the included studies.

Results: Of the 338 studies initially identified, 26 met the inclusion criteria. Most studies reported a positive perception, with the availability of technology, the pedagogical setup of the online course, and the schedule autonomy of learning being the most common reasons. However, the negative views identified concerned issues of limited face-to-face interaction with instructors, interruptions in internet connectivity, and technical issues. Students appreciate the perception, acceptance, attendance, and engagement of online education, which is reflected in the positive findings about their performance.

Conclusions: Overall, the perception of students taking online histology and embryology courses during the COVID-19 lockdown was positive, with some areas identified for further improvement. Additional research is needed to assess educators' perceptions of histology and embryology education during the pandemic.