Vol 9, No 2 (2024)
Review article
Published online: 2024-06-28
Adapting to change: a systematic review of anatomy education methods during the COVID-19 pandemic
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DOI: 10.5603/mrj.100107
Medical Research Journal 2024;9(2):215-226.
Abstract
The COVID-19 pandemic has significantly altered the dynamics of medical education, particularly in the
domain of anatomy teaching. This systematic review investigates the modifications implemented in anatomy
education during the pandemic, emphasizing the shift from traditional pedagogical methods to online and
virtual modalities. A comprehensive search across databases such as PubMed, Embase, Scopus, and
Web of Science identified 10 studies that met the inclusion criteria. These studies collectively underscore
the rapid transition to online platforms for conducting lectures, tutorials, and practical anatomy sessions.
Despite challenges related to diminished hands-on experiences and concerns about student engagement,
the integration of digital tools like virtual dissection software, 3D anatomical models, and Zoom-based
flipped classroom sessions has demonstrated potential in maintaining the continuity of anatomy education.
Notably, student feedback has highlighted both the benefits, such as flexible learning schedules, and the
drawbacks, including internet connectivity issues and reduced practical exposure. This review highlights
the need for further research to assess the long-term effectiveness of online teaching methodologies and
their impact on students’ clinical skills and professional development. Additionally, the perspectives of
both students and faculty suggest that a blended approach combining online and face-to-face instruction
could be viable path forward in post-pandemic anatomy education.
Keywords: COVID-19anatomy educationonline learningvirtual dissectionmedical education adaptation
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