Collaborative, Two-Directional Live Streaming to Deliver Hands-on Dissection Experience during the COVID-19 Lockdown.

Autor:	Johnson CI; School of Anatomy, Faculty of Health Sciences, University of Bristol, Bristol, UK. craig.johnson@bristol.ac.uk., Hyde LE; School of Anatomy, Faculty of Health Sciences, University of Bristol, Bristol, UK., Cornwall T; School of Anatomy, Faculty of Health Sciences, University of Bristol, Bristol, UK., Ryan M; School of Anatomy, Faculty of Health Sciences, University of Bristol, Bristol, UK., Zealley E; School of Anatomy, Faculty of Health Sciences, University of Bristol, Bristol, UK., Sparey K; School of Anatomy, Faculty of Health Sciences, University of Bristol, Bristol, UK., Paterson SI; School of Anatomy, Faculty of Health Sciences, University of Bristol, Bristol, UK., Spear M; School of Anatomy, Faculty of Health Sciences, University of Bristol, Bristol, UK.
Jazyk:	angličtina
Zdroj:	Advances in experimental medicine and biology [Adv Exp Med Biol] 2023; Vol. 1397, pp. 95-112.
DOI:	10.1007/978-3-031-17135-2_6
Abstrakt:	Cadaveric dissection is widely used in anatomy teaching worldwide. This method develops anatomical knowledge and practical dissection skills, as well as communication and team working. At the School of Anatomy, University of Bristol, two of our undergraduate units depend on dissection as a teaching tool.Social distancing guidelines brought about by COVID-19 brought challenges and meant it was not possible for all students to be present around a cadaver simultaneously. We adapted with secure, two-way live streaming, facilitated by ceiling-mounted cameras.Our units utilised the technology in slightly different ways. In a larger cohort, students were not able to attend the dissection room simultaneously and 2-4 students from each group attended, with the remainder (6-8 students) attending via Zoom. In the smaller cohort, all students attended, though only two students could be present around the cadaver, with Zoom used to stream the dissection to those distanced around the room. Those present narrated and ensured visibility of the dissection, whilst posing questions to those at home. The home group provided feedback, generated discussion, and conducted research.This chapter reflects on our experiences using this innovative teaching method. It was a valuable alternative to being in person. Whilst students might have spent less time in the dissection room, their dissection time equalled or was greater than pre-pandemic. Students developed digital confidence and built cohorts, and whilst we reflect on the need for effective communication and digital equity, we offer our best practice and solutions.Whilst in-person teaching has resumed in 2021-2022, investment in this technology enables us to rapidly pivot to a reduced in-person, or an entirely online delivery where required, and we are confident that our delivery will be effective in either case. There are also exciting opportunities for new forms of delivery as well as national and international collaborations. (© 2023. The Author(s), under exclusive license to Springer Nature Switzerland AG.)
Databáze:	MEDLINE
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