Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic
Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic
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DOI：
10.1002/ase.1968
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发表时间：
2020-05-10
影响因子：
7.3
通讯作者：
Lazarus, Michelle D.
中科院分区：
文献类型：
--
作者：
Pather, Nalini;Blyth, Phil;Lazarus, Michelle D.
澳大利亚和新西兰的大学在2020年2月/ 3月开始了新学年，基本上“一切如常”。随后的Covid-19大流行给解剖学教育实践带来了意想不到的中断。这种快速变化是由于政府从2020年3月开始实施的保持身体距离规定，越来越多地限制了解剖实验室的教学实践。这两个国家的解剖学教育工作者都被动员起来调整他们的教学方法。本研究采用社会建构主义的视角，对澳大利亚和新西兰流行病爆发时解剖学教育中断进行了研究。研究的问题是“根据解剖学教育者的反映，在新冠肺炎大流行初期，澳大利亚和新西兰的解剖学教育出现了哪些中断和变化？”运用主题分析来阐明解剖教育的“是什么”和“为什么”。来自十间机构的约十八位解剖学学者参与是次研究。分析揭示了综合“动手”经验的丧失，以及对工作量、传统角色、学生、教学法和解剖学家个人教育理念的影响。解剖学教育的关键机遇包括：实现跨远程站点的同步教学，将产品扩展到远程学习空间，以及采用新的教学方法。为应对大流行，在管理解剖学教育的转型方面，确定了六个关键要素：社区护理、明确的沟通、明确的期望、建设性的协调、实践社区、妥协能力以及适应和连续性规划。毫无疑问，在澳大利亚和新西兰等岛国，解剖学教育已经步入了一个未知的未来。
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.