Table 3B: Qualitative Effects of COVID-19 on Anatomy Education
From: Anatomy education in US Medical Schools: before, during, and beyond COVID-19
Feature/Question | N (%) |
|---|---|
Student Performance | |
Significantly Worse | 3 (2.6) |
Slightly Worse | 16 (13.7) |
The Same | 63 (53.9) |
Slightly Better | 29 (24.8) |
Significantly Better | 6 (5.1) |
Quality of Learning | |
Significant Negative Impact | 22 (18.8) |
Slight Negative Impact | 70 (59.8) |
No Impact | 13 (11.1) |
Slight Positive Impact | 10 (8.6) |
Significant Positive Impact | 2 (1.7) |
Reasons for ‘Slight Negative’ or ‘Significant Impact’ (N = 71) | |
Anxiety | 69 (59.0) |
Less time spent in-person learning | 73 (62.4) |
Inferior online curriculum | 51 (43.6) |
Less time devoted to interactive learning | 73 (62.4) |
Lack of Dissection | 52 (44.4) |
Lack of Prosection | 19 (16.2) |
Less time overall for Anatomy | 20 (17.1) |
Disorganization | 13 (11.1) |
Reasons for ‘Slight Positive’ or ‘Significant Positive Impact’ (N = 12) | |
Time saved from eliminating dissections | 3 (25.0) |
More time devoted to practical learning | 4 (33.3) |
Superior online curriculum | 4 (33.3) |
Adoption of 3D/Virtual-Reality dissection | 1 (8.3) |