(478.18) Learning Anatomy in a developing country under COVID-19 lockdown measures: How did the learners perceive it?

Poster Board Number: C76
Introduction: AAA has separate poster presentation times for odd and even posters.
Odd poster #s – 10:15 am – 11:15 am
Even poster #s – 11:15 am – 12:15 pm

Smart Mbagwu (Faculty of Basic Medical Sciences, Nnamdi Azikiwe University, Nnewi-Okofia Campus), Edem Edem (College of Medicine and Health Sciences, Afe Babalola University,), Gabriel Akunna (College of Health Sciences, Benue State University), Victor Makanjuola (Bingham University), Oluwaseun Adegbilero-Iwari (College of Medicine and Health Sciences, Afe Babalola University), Felix Ogbo (Madonna University), Linus Enye (College of Medicine and Health Sciences, Afe Babalola University)

Introduction

Acknowledging the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online anatomy education in Nigeria, we evaluated the current and future perceptions of medical and allied-health students towards online anatomy education during the COVID-19 lockdown in Nigeria.

Methods

Google Form questionnaires were distributed via different social and academic platforms to medical and allied-health students in Nigeria between September 28 –December 17, 2020, using a purposive sampling. 954 students responded to questions on what they felt about the online anatomy teaching including how it could affect their academic performance in anatomy. Additionally, they were asked to give their opinion of the future of e-learning in anatomy in Nigeria. The data collected from the study were analyzed using descriptive and inferential techniques.

Results

Out of a total of 954 students who participated in the study, 947 valid responses were recorded. From the responses, most of the students (77.6%) had computer/IT skills. Unexpectedly, many of

the students (60%) did not favor online learning approaches as effective tools for instructions in the anatomical sciences while more than a half of the students (55%) did not find the online classes in anatomy interesting. On the other hand, a majority (84%) believed that physical classes would have improved their performance in anatomy. Almost all the students (91.5%) believed anatomy educators in Nigeria need advanced skills for online education and that anatomy online teaching needs more advanced technology to be implemented in Nigeria(94.2%).

Conclusion

After evaluating online anatomy education experience during the COVID-19 lockdown in Nigeria from medical and allied-health students’ position, it was observed that there was an inclusive negative perception about the suitability and effectiveness of online education with regards to the anatomical sciences in Nigerian medical/health training. Majority of the students indicated that there is need for the enhancement of online teaching and quality training of the anatomy educators. Addressing the challenges that were presented during online anatomy education at the heat of the pandemic is recommended. This will incline science education towards the development and implementation of a workable and sustainable online education model in anatomical sciences for Nigeria.