About: Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic

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About: Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic Goto Sponge NotDistinct Permalink

An Entity of Type : schema:ScholarlyArticle, within Data Space : covidontheweb.inria.fr associated with source document(s)

Attributes	Values
type	Academic Article research paper schema:ScholarlyArticle
isDefinedBy	Covid-on-the-Web dataset
has title	Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic
Creator	Johnson, Ian Shortland, Peter Blyth, Phil Chapman, Jamie Dayal, Manisha Flack, Natasha Fogg, Quentin Green, Rodney Hulme, Anneliese Lazarus, Michelle Meyer, Amanda Morley, John Pather, Nalini Webb, Alexandra Woodley, Stephanie
Source	Medline; PMC; WHO
abstract	Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid‐19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government‐imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid‐19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands‐on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.
has issue date	2020-05-10(xsd:dateTime)
bibo:doi	10.1002/ase.1968
bibo:pmid	32306555
has license	no-cc
sha1sum (hex)	7dbaea24c10773c55dc175a47442714468c2e6e9
schema:url	https://doi.org/10.1002/ase.1968
resource representing a document's title	Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic
has PubMed Central identifier	PMC7264523
has PubMed identifier	32306555
schema:publication	Anat Sci Educ
resource representing a document's body	covid:7dbaea24c10773c55dc175a47442714468c2e6e9#body_text
is schema:about of	named entity 'Anat' named entity 'managing' named entity 'care' named entity 'ANAT' named entity 'REMOTE' named entity 'AUSTRALIA' named entity 'CRITICAL' named entity '27S' named entity 'CLEAR' named entity 'SCI' named entity 'RESPONSE TO' named entity 'ADAPT' named entity 'NEW ZEALAND' named entity 'PLANNING' named entity 'anatomy' named entity 'island countries' named entity 'remote' named entity 'sites' named entity 'pedagogies' named entity 'anatomy' named entity 'Covid-19 Pandemic' named entity 'clear communications' named entity 'learning space' named entity 'clear communications' named entity 'Acute Response' named entity 'community of practice' named entity 'FUTURE' named entity 'EXPANDING' named entity 'ANATOMY EDUCATION' named entity 'RESPONSE TO' named entity 'AUSTRALIA' named entity 'constructive alignment' named entity 'anatomy' named entity 'ACUTE' named entity 'DISRUPTION' named entity 'COVID-19 PANDEMIC' named entity 'Australia' named entity 'pandemic' named entity 'education' named entity 'future' named entity 'clarified' named entity 'anatomy' named entity 'pedagogies' named entity 'ability' named entity 'education' named entity 'compromise' named entity 'expectations' named entity 'Australia' named entity 'elements' named entity 'planning' named entity 'learning space' named entity 'critical' named entity 'Covid-19' named entity 'Education' named entity 'THE ISLAND' named entity 'PRACTICE' named entity 'LEARNING' named entity 'expanding' named entity 'stepped' named entity 'Sci' named entity 'continuity' named entity 'adapt' named entity 'Acute' named entity 'ABILITY TO' named entity 'MANAGING' named entity 'DOUBT' named entity 'COMMUNICATIONS'

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