![]() Generally, students felt that their education was equal to that of previous years (Likert scale = 3.24 ± 1.05), fostered an appreciation for anatomy (4.56 ± 0.59), promoted teamwork (4.13 ± 0.85), and prepared them for practical examinations (4.18 ± 0.74). Through an anonymous survey aimed at gleaning student satisfaction, this study demonstrates that this hybrid prosection‐based anatomy course aligned with student preferences both assuming no health risk (64.6% agreed) and given the current risk of contracting Covid‐19 (78.5% agreed). A hybrid model that emphasized learning from prosected cadavers and self‐study stations was implemented, with the remainder of the students’ time directed toward studying at home. While many institutions were obliged to adopt a fully‐remote online model, the New York Institute of Technology College of Osteopathic Medicine strove to develop a curriculum that would allow medical students to receive an in‐person anatomy education. While providing a record of unprecedented contemporary circumstances, we also aim to utilise our observations and experiences of COVID-19 pedagogy when developing ongoing strategies for delivering curricula and futureproofing educational practice.įew realized the extent of disruption that the Covid‐19 global pandemic would impose upon higher anatomical education. In doing so, we provide insights into the impacts and successes of our interventions. Moreover, we outline research-informed digital visualisation solutions to pandemic-era challenges and reflect upon experiences gained within our own educational context. Here, we describe our technology-enhanced adaptations to COVID-19 across the domains of teaching, learning and academic support for pre-clinical learners studying basic life sciences and clinical skills. Nonetheless, the pandemic has produced favourable conditions for the creation of valuable digital visualisation strategies for learning and teaching, and for developing and modernising universal approaches to remote education. However, the emergence of COVID-19 has resulted in widespread technological challenges for educators and learners, and has raised pedagogic, logistical and ethical concerns. Within the modern pedagogic landscape, the development and introduction of technology-enhanced learning strategies have enhanced the provision of remote learning resources in pre-clinical education. Learners apply basic science knowledge to clinical scenarios during training in practical examination, communication and reasoning skills. The anatomical sciences of gross anatomy, histology and embryology, and life sciences including physiology, pharmacology and genetics are key disciplines taught within the integrated case-based EOMP curriculum. This period is designed to support entrants in their transition from further education into the advanced study and practice of clinical medicine. ![]() The undergraduate medical programme at Newcastle University (NU) includes a fundamental ‘Essentials of Medical Practice’ (EOMP) phase comprising the first 2 years of study. ![]() The developed methodology can be used to create new models from scratch, which can be used will find implementation in different medical and scientific fields-simulation processes, anthropology, 3D printing, bioprinting, and education. In total, 28 models have been optimized and printed. In its turn, radiological data have been obtained from the “New Mexico Decedent Image Database”. For 3D printing, the Ultimaker 5S 3D printer along with PLA material was used. In this study, only free and cross-platform software from widely available internet sources has been used-“Meshmixer”, “3D Slicer”, and “Meshlab”. The study aimed to develop a detailed methodology for the creation of anatomically correct and optimized models for 3D printing from radiological data using only free and widely available software. Visualization along with 3D printing have already found their implementation in different medical fields in Pauls Stradiņš Clinical University Hospital, and Rīga Stradiņš University, where models are being used for prosthetic manufacturing, surgery planning, simulation of procedures, and student education. Educational institutions in several countries state that the education sector should be modernized to ensure a contemporary, individualized, and more open learning process by introducing and developing advance digital solutions and learning tools.
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