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o   Live streaming allows the delivery of teaching into a student’s home

o   Multi camera set up in the lab was useful

o   Switcher allowed transfer of visuals from different cameras

o   2 hour sessions of demonstration was long and laborious

o   Using blackboard collaborate allowed student interaction, may have only engaged more confident students

o   Tracking of student engagement was difficult

o   Sessions are recorded so they could watch back again

o   Streamed on wifi but students reported good connection

o   Live streaming not allowed at all in some institutions due to time zone limitations

o   Reasonable measures need to be taken to ensure responsible behaviour from students when it comes to cadaveric material

o   Students should be treated like adults and professional users of the service

o   There should be a shift in the rules to become more comfortable with trusting the professionalism of students

o   Adjustment of body donor form to include mention of video use going forward

o   Waiting in fear of something happening will limit behaviour

o   Different attitudes towards cadaveric material, gate keeper behaviour etc, hugely risk adverse

o   Empower students by offering them trust and responsibility

o   Students that are governed by professional bodies hold a level of responsibility for the student.

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·     Streamed on blackboard collaborate, limited to uni students

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Signed dissection room rules and regulations and a protocol that limited the sharing,

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Cadaver based No F2f (n=240 medics), virtual teaching sessions  / Live from the lab
1 session f2f for science student

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Currently using Anatomage and Complete Anatomy

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Share activities on turning point

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Turning point works to highlight deficiencies in learning

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Made the most of software packages, sectra and clinical imaging

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Using Acland’s videos in addition to sharing images

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Recorded lectures delivered in short videos

Followed up with a practical document with 2D images and questions similar to the content they would have covered in the practical lab

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Delivered similar teaching to lectures but online

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Not many people adopting VR due to the fact that it is at a demo stage rather than actually teaching.

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Face to face required a lot of repetition

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Prosection based teaching

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Some f2f teaching- spotter format/cohort size n=116

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Challenging due to repeats, arduous throughout whole academic year – better at the end of the year? Good feedback from students – but exhausting for staff – will continue next year to retain sense of community

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Theory online supplement with Form. assessment- collaborate dissection project – worked well (dog abdomen, n= 6 students)

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SD dissection in small groups with PPE – dissection experience, but all learners have a unique experience and missed some elements of dissection – collaborate team work – assessed by formative portfolio.

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Q and A session –polling live in session, good feedback – recorded lectures rather than synchronous .supplemented with online quizzes – OPSE style question – worked well – multiple tried etc – live from the lab was greatly appreciated

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Blended approach – vet – both synchronous and asynchronous  lectures online; dissection session practical with a –ve LFT – n=15 students- repeats  – animal dissection, some students working individually . Instructional videos created to support dissection

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F2f teaching for lager cohorts >120 is resource intensive – complex TT and many repeats, tiring for staff, unanticipated TT problems due to SD/COVID

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Non cadaveric anatomy facilities (models and software solutions)– were able to proceed more or less unhindered with SD/PPE – already using digital solutions. E.g. F2F Anatomage learning activities were recreated using the laptop version of the software and delivered asynchronously and video resources were created using screen capture software.

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Not able to use university own images for spotter style examinations as they are hosted on an external server – top hat

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Using published images for exams means it may be very easy for students to find the sources and get answers

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In person exam in the dissection room may be easier due to 3D nature of the prosection, but the published images are high quality dissections.

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Creativity required to create new questions that address a deeper level of information.

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Using free text answer format is more difficult as many technology solutions work better using MCQ questions

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Allocating a time limit to the questions are not possible with all software

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Technologies used: assessment function on blackboard, articulate storyline was not stable enough for large cohort access, practique included a timed question feature and limits students’ computer use,

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Student performance was reduced based on assessments

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Monitoring students on webcams required for proctoring.

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Likely to retain division of material as it reduced the content that was covered in the lab. Maximise the use of lab time.

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Short quizzes were important for summative assessment prep

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platform MSCAA which is a digital spotter – for assessment – image with arrow rather than specimen for spotters .

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- images are difficult to download etc – timing is an issue  in online exams

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MSCAA – data on question performance data available – useful

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SBA for assessment for anatomy – easy to automate and run on line – no issues – difficult to decide on tiem allowance for exam. Proctoring software – no need.Future ? What will e do post covid – discussions on going!!

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year 1 summative assessment was spread over the course – replaced by a series of smaller in course assessments – weighting was adjusted (less reduced by 5%)  , modified SBA based in course assessment , new for year 1 – students performed well. One formative OSPE Spotter – students found this more  challenging. Summative OSPE coming up – online on MSCCA. Also MOODLE is used 5% weight short in course assessments. Both tools appreciated by staff – questions performance  metrics – graphs with MSCCA but not Moodle!

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formative as MCQ Online; summative – questions reformulated as PBL style (dealing with googleability).

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- We had open book proctored assessments , open book

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·         Online spotter exams introduced

·         Change the way questions are asked so they are unable to google the answers

·         Primarily face to face teaching with students

·         Clinical skills was difficult to deliver over teams/zoom

·         Validity of online exams is a challenge

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·         Near peer teaching program was able to run and the senior students created a community of support for students

·         Enabled them to develop professionalism skills

NPT both face to face and online

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Scrapped the idea that students needed to see absolutely everything and created online material to supplement ‘easier’ content

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Self-assessment in the lab allowed to highlight areas for further teaching

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Live teaching from the lab was greatly appreciated

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F2F = face to face

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NPT = near peer teaching

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MCQ = Multiple Choice Question

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TT = timetable

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SD = Social Distancing

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PPE = Personal Protective Equipment

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OSPE = Objective Structured Practical Examination

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VR = Virtual Reality