This book focuses on the challenges to biomedical education posed by the lockdowns and restrictions to on campus teaching brought about by the COVID-19 pandemic and highlights the tools and digital visualization technologies that have been successfully developed and used for remote teaching.
Biomedical education for science, medical, dental and allied health professionals relies on teaching visual and tactile knowledge using practice-based approaches. This has been delivered for decades via on-campus lectures, workshops and laboratories, teaching practical skills as well as fundamental knowledge and understanding. However, the arrival of the COVID-19 pandemic meant that education across the globe had to pivot very quickly to be able to deliver these skills and knowledge in a predominantly online environment. This brought with it many challenges, as Higher Education staff, had to adapt to deliver these visual subjects remotely. This book addresses the challenges and solutions faced by Higher Education staff in teaching visual content in distance education. Chapters include literature reviews, original research, and pedagogical reflections for a wide range of biomedical subjects, degrees such as medicine, dentistry and veterinary sciences with examples from undergraduate and postgraduate settings. The goal of the book is to provide a compendium of expertise based on evidence gathered during the COVID-19 pandemic, as well as reflections on the challenges and lessons learned from this dramatic shift in teaching. It also presents new examples of best practices that have emerged from this experience to ensure that they are not lost as we return to on-campus learning in a new era of biomedical teaching.
This book will be of interest to anyone looking for a helpful reference point when designing online or blended teaching for visual practice-based subjects.
Author(s): Ourania Varsou, Paul M. Rea, Michelle Welsh
Series: Advances in Experimental Medicine and Biology, 1397
Publisher: Springer
Year: 2022
Language: English
Pages: 231
City: Cham
Preface
Contents
About the Editors
1: Pandemic-Era Digital Education: Insights from an Undergraduate Medical Programme
1.1 Background
1.1.1 Educational Context
1.1.2 Digital Learning in Pre-clinical Education
1.2 Descriptions
1.2.1 Adapting to COVID-19
1.2.2 Anatomical and Life Sciences Education
1.2.3 Small Group Learning and Teaching
1.3 Insights
1.3.1 Three-Dimensional and Collaborative Digital Learning
1.3.2 Case Study: Complete Anatomy
1.3.3 Digital Approaches to Academic Support
1.3.4 Futureproofing Pre-clinical Medical Education
References
2: Use of Lt Systems in Large Class Lab Delivery
2.1 Background
2.2 Impact of COVID-19 Pandemic
2.3 The Solution: Lt Systems
2.4 The Creative Process: Adapting Labs
2.5 Delivery of the Lt Laboratory Sessions
2.6 Case Study 1: Exercise Science Lab
2.6.1 Original Session Format (Pre-COVID Pandemic) and Learning Context
2.6.2 Creating the Online Alternative
2.6.3 Video Production
2.6.4 Processing and Analysis of Experimental Data
2.6.5 Comparison of Online and Face-to-Face Lab Experience
2.7 Case Study 2: Histology Lab Session
2.7.1 Original Session Format and Context (Pre-COVID Pandemic)
2.7.2 Creating an Online Alternative
2.7.3 Advantages and disadvantages of the Histology Lab
2.8 Shared Considerations: Isolation, Disengagement and Loss of Skills
2.9 Engagement with the Lt Lessons
2.10 Feedback and Reflections
2.11 Conclusion
References
3: COVID-19 Adaptations for Biomedical Teaching and Assessment Within the Undergraduate Dental Curriculum
3.1 Introduction
3.2 Flipped Learning and Use of Technology for Teaching of Head and Neck Anatomy
3.3 Online Teaching for Pre-clinical Suturing Skills
3.4 Flipped Learning for Preparation of Pre-clinical Skills Teaching in Dental Local Anaesthetic and Oral Surgery Extraction T...
3.5 Teaching of Communication Skills
3.5.1 Teaching Methodology
3.5.2 Evaluation
3.5.3 Lessons Learned and Future Perspective
3.6 Assessment
3.6.1 Written Professional Examinations
3.6.2 Clinical Case Presentation Examination
3.6.3 Objective Structured Clinical Examination
3.7 Conclusion
References
4: One Size Does Not Fit All in Remote Anatomy Teaching
4.1 Introduction
4.1.1 Degrees Containing Anatomy Teaching at the University of Glasgow
4.2 Anatomical Teaching at the University of Glasgow
4.2.1 Bachelor of Science Honours (BSc Hons) Degree in Anatomy
4.2.2 Glasgow Access to Medicine Programme
4.2.3 Undergraduate Medicine Programme
4.3 Educational e-Resources and Technology Platforms for Visualisation of Human Anatomy
4.3.1 Lecture and Workshop Delivery
4.3.2 Online Anatomy Lab Delivery
4.4 Staff and Student Reflections on Remote Teaching
4.5 Conclusions and Future Directions
References
5: From Lecture Halls to Zoom Links: How Can Educational Theory Help Us to Deliver Effective and Engaging Teaching in an Onlin...
5.1 Introduction
5.2 Anatomy Teaching in the United Kingdom Prior to the Pandemic
5.3 Information Processing Theory
5.4 Experiential Learning
5.5 Constructivism in Anatomy
5.6 Online Delivery During the COVID-19 Pandemic
5.7 Outline of a Typical Webinar-Based Tutorial
5.8 Introduction and Establishing Communication
5.9 Starter Activity
5.10 Reactivation of Prior Learning
5.11 Segmenting
5.12 Three-Dimensional Content
5.13 Drawing
5.14 Tutor Considerations
5.15 Conclusion
References
6: Collaborative, Two-Directional Live Streaming to Deliver Hands-on Dissection Experience during the COVID-19 Lockdown
6.1 Background
6.2 Cadaveric Dissection
6.3 Technicalities
6.3.1 For Anatomy by Dissection
6.3.2 For Advanced Dissection
6.4 Image Security
6.5 Flexibility
6.6 Advantages of Using this Method
6.6.1 Dissection Delivery
6.6.2 Digital Confidence
6.6.3 Cohort Building
6.6.4 Confidence
6.6.5 Dissection Time
6.6.6 Cadaver Appreciation
6.7 Lessons Learnt
6.7.1 Communication
6.7.2 Loss of Control
6.7.3 Three-Dimensional Anatomy
6.7.4 Digital Equity
6.7.5 Camera Expectation
6.7.6 First Session
6.8 The Future
6.8.1 Outreach and Public Engagement
6.8.2 Foundation Year 2Days and Surgical Training
6.8.3 Remote Universities and Allied Courses
6.9 Conclusion
References
7: Livestreaming Can Augment the Observation of Veterinary Post-mortem Examinations
7.1 Impact of COVID-19 Issues on the Delivery of Teaching Pathology-Related Practical Skills
7.1.1 Proposed Solution
7.2 Introduction and Background
7.3 Equipment and Staff Resources
7.3.1 Equipment
7.3.2 Video Considerations
7.3.2.1 Bandwidth Requirements
7.3.2.2 Size/Portability of Camera
7.3.2.3 Sound Considerations
7.3.2.4 Interactivity Considerations
7.3.3 Equipment
7.3.4 Staff Required
7.4 Educational Considerations Underpinning Platform Design and Session Design
7.4.1 The Post-mortem Room as an Active Learning Environment and the Challenges in Recreating the Post-mortem Examination in a...
7.4.2 Managing Difficulties Encountered by Some Students on Initially Encountering the PM Facility
7.4.3 Considerations Around Supporting Student Preparation for Participation in Streaming Sessions
7.5 Understanding the Educational Value of Interactive Livestreaming of Veterinary Post-mortem Examination
7.5.1 Aims
7.5.1.1 Background Context
7.5.2 Methods
7.5.2.1 Post-mortem Examination
7.5.2.2 Additional Uses of the Go Pro Assessed
7.5.2.2.1 BVMS2 Pathology Sampling for Diagnostic Submission
7.5.2.2.2 BVMS3 Specimen Description Classes
7.5.2.2.3 Extracurricular Activities
Pathology Club Zoom Go Pro Evening
SAVMA Zoom Go Pro Pathology Evening
7.5.3 Study Design
7.5.4 Data Analysis
7.5.5 Results
7.5.5.1 Quantitative Data
7.5.5.2 Quantitative Data Analysis Face-to-Face Vs Zoom Go Pro PME Classes (n=38)
7.5.5.3 Strengths of Zoom Go Pro Streaming Platform
7.5.5.4 Weaknesses of Zoom Go Pro Streaming Platform
7.5.5.5 Free Text Responses and Qualitative Data
7.6 Use of Zoom Go Pro in Later Years of the BVMS Programme
7.7 Discussion
7.8 Conclusion
Appendix A: Free Text Comments from the BVMS3 Cohort Who Had both Face-to-Face and Livestreamed PME Sessions
Appendix B: Free Text Comments from the BVMS2 Cohort Who Had Livestreamed PME Session Only
References
8: Virtual Reality for Anatomy and Surgical Teaching
8.1 Background to Anatomy Teaching and Surgical Training
8.2 Prior Reading and Learning for Course Preparation
8.3 Virtual Reality and Anatomy
8.4 Virtual Reality and Surgery
8.5 Virtual Reality in Medicine and Surgery (VRIMS) Course
8.5.1 Materials and Methods of Delivery
8.5.2 Content Recording and Viewing
8.5.3 Headsets and Pre-course Material
8.5.4 Course Outline
8.5.4.1 Survey
8.6 Results and Discussion
8.7 VR, Haptics, and Competence
8.7.1 Assessment of Competency using Virtual Reality as a Form of Surgical Education
8.7.2 Fidelity and Surgical Training
8.7.3 VR as a Training Modality
8.8 Future Scope
References
9: Can Synchronous Online Near-Peer Teaching Offer the Same Benefits as the Face-to-Face Version When Used in Clinical Neuroan...
9.1 Introduction
9.1.1 Near-Peer Teaching
9.1.2 Benefits of NPT
9.1.3 Considerations for a NPT Programme
9.1.4 Anatomy and COVID-19
9.1.5 Distance and Online Teaching
9.1.6 Benefits and Drawbacks of Online Learning
9.1.7 The Introduction of Online NPT
9.2 Aim
9.3 Methods
9.3.1 Traditional Curriculum Context
9.3.2 2020/2021 Cohort (Online)
9.3.3 2016/2017 Cohort (Face to Face)
9.3.4 Data Collection
9.3.5 Statistical Analysis
9.3.6 Knowledge Gain
9.3.7 Knowledge Retention
9.3.8 Student Perceptions
9.4 Results
9.4.1 Knowledge Gain and Retention
9.4.2 Student Perception
9.5 Discussion
9.5.1 Knowledge Gain and Retention
9.5.2 Student Perceptions
9.5.3 Teaching Anatomy Online
9.5.4 Limitations
9.5.5 Future Research
9.6 Conclusion
References
10: COVID-19 Adaptations with Virtual Microscopy
10.1 Implementing VM at the University of Glasgow
10.2 Learning and Teaching with VM
10.3 Flipped Classroom in Oral Pathology
10.4 General Histology VM Teaching during COVID-19 Restrictions
10.5 Oral Biology and Pathology VM Teaching During COVID-19 Restrictions
10.6 VM Server Structure and Main Characteristics
10.7 The Future and Concluding Remarks
References
11: The Challenges of Visualisation During Delivery and Assessment of Clinical Teaching Under COVID-19: A Reflective Account o...
11.1 Introduction
11.2 Case Study 1: Clinical Skills
11.2.1 Background
11.2.2 Translation of Clinical Skills Teaching to Remote Activity: Implications for Teaching and Visualisation
11.2.3 Transitioning Back to a New Normal via Dual Delivery: Visualisation as Preparation or Projection
11.2.4 Assessment Process
11.2.5 Lessons Learnt
11.3 Case Study 2: Communication Skills
11.3.1 Background
11.3.2 Translation of Communication Skills Teaching to Remote Activity: Resources for Asynchronous Teaching and Implications f...
11.3.3 Synchronous Remoted Teaching of Communication Skills: Visualisation Changes Created by Transition
11.3.4 Remote Simulation Patient Workshop: Implications for Visualisation
11.3.5 Synchronous Hybrid Simulation: Visual Challenges with Personal Protective Equipment
11.3.6 Assessment Process
11.3.7 Lessons Learnt
11.4 Case Study 3: Placements
11.4.1 Background
11.4.2 Translation of Clinical Placement to Remote Activity: Implications for Teaching and Visualisation
11.4.3 Lessons Learnt
11.5 Conclusion
References
12: Not for Room 101
12.1 Introduction
12.2 ``Live from the Lab´´: An Interactive Livestreaming of Cadaveric Demonstrations
12.2.1 Evolution
12.2.2 The Set Up
12.2.3 Ethical and Security Considerations of Online Cadaveric Livestreaming
12.2.4 To Record or Not to Record and Online Security of Recordings
12.2.5 What to Do with ``Old´´ Recordings
12.2.6 Feedback and Impact
12.2.7 Pedagogy
12.2.7.1 Live from the Lab as a Demonstration
12.2.7.2 Enhancing Active Learning
12.2.7.3 Structuring the Content and Placement of the Session
12.3 The Online Anatomy Spotter Exam: Modernising Our Practices
12.3.1 Evolution of Online Anatomy Assessments
12.3.2 The Ethical and Safety Considerations
12.3.3 Pedagogy
12.3.4 The Plan for Online OSPE Assessments After Resumption of Face-to-Face Teaching
12.4 Conclusion
References
