Table 3B:
Qualitative Effects of COVID-19 on Anatomy Education
| Feature/Question | N (%) |
|---|---|
| Student Performance | |
| Significantly Worse | 3 (2.6) |
| Slightly Worse | 16 (13.7) |
| The Same | 63 (53.9) |
| Slightly Better | 29 (24.8) |
| Significantly Better | 6 (5.1) |
| Quality of Learning | |
| Significant Negative Impact | 22 (18.8) |
| Slight Negative Impact | 70 (59.8) |
| No Impact | 13 (11.1) |
| Slight Positive Impact | 10 (8.6) |
| Significant Positive Impact | 2 (1.7) |
| Reasons for ‘Slight Negative’ or ‘Significant Impact’ (N = 71) | |
| Anxiety | 69 (59.0) |
| Less time spent in-person learning | 73 (62.4) |
| Inferior online curriculum | 51 (43.6) |
| Less time devoted to interactive learning | 73 (62.4) |
| Lack of Dissection | 52 (44.4) |
| Lack of Prosection | 19 (16.2) |
| Less time overall for Anatomy | 20 (17.1) |
| Disorganization | 13 (11.1) |
| Reasons for ‘Slight Positive’ or ‘Significant Positive Impact’ (N = 12) | |
| Time saved from eliminating dissections | 3 (25.0) |
| More time devoted to practical learning | 4 (33.3) |
| Superior online curriculum | 4 (33.3) |
| Adoption of 3D/Virtual-Reality dissection | 1 (8.3) |