(478.6) The Efficacy of Digital Media in Teaching Anatomy During the COVID-19 Pandemic

Poster Board Number: C64
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

Aryan Gheysari (University of British Columbia), Lucas Chang (University of British Columbia), Wendy Xu (University of British Columbia), Kiana Kianpoor (University of British Columbia), Majid Doroudi (University of British Columbia)

Introduction: The traditional method of teaching anatomy has been through live in person lectures and dissection labs as well as textbooks and other course materials. However, during the COVID-19 pandemic, these resources were no longer available due to health and safety protocols. With the advancement of technology, it was possible to create anatomy walkthrough videos for the students to supplement the traditional methods of teaching anatomy.

Goal: To investigate the effectiveness of a video based guide to learning gross anatomy of the boney pelvis and the viscera.

Methods: Two videos were created covering the boney pelvis and the viscera for the first and second year medical students. The videos were presented by an anatomy professor and filmed and edited by Medical Students. The video covers the curriculum outline, labels relevant parts of the anatomy, and provides extra information relating to form and function. The videos included a quiz at the end for students to test their knowledge. The videos were made available online on Youtube to an international audience, along with a feedback survey.

Results: Feedback was collected on the boney pelvis and the viscera videos. The respondents watched the videos for the purpose of preparing for anatomy labs and dissections, preparing for anatomy lectures and preparing for examinations. The majority of respondents agreed or strongly agreed that the videos presented assisted them in fulfilling their indicated purpose (89.1%), that a combination of video and written materials should be used for effective learning of anatomy (95.7%), and that they would like to see videos for other anatomical regions (95.7%).

Conclusion: In summary, digital media in the form of video-based anatomy guides may be useful in instances when in person teaching is not possible and may be a useful tool to be incorporated into the educational curriculum in combination with traditional teaching methods. Future goals include implementing student feedback and reaching a broader audience.