Abstract:

COVID-19 has represented a huge challenge for university teaching: the classical lecture model has been replaced by one that incorporates distance teaching and learning and the use of virtual platforms. At the Universitat de Barcelona, the Pharmacy curriculum includes subjects related to Anatomy, Physiology and Pathophysiology. The anatomy of the skeletal and nervous system is included in Physiology and Pathophysiology I, a second-year course in the Pharmacy degree. The study of anatomy combines lectures with the use of human 3D models in laboratory classes. This model allow students to assemble, disassemble and observe the different organs and structures of the human body. However, it requires close contact among students and the high incidence of COVID-19 cases in autumn 2020 and after summer 2021 meant that this was no longer possible.

Therefore, during the 2021 autumn term, in-person laboratory classes were replaced by the use of the Zoom virtual platform and the inclusion of various electronic and online resources as a surrogate for human 3D models. Among the electronic resources used, we showed various videos from Acland’s Atlas of Anatomy and some specialized Youtube videos and other web resources such as 3D Brain. However, the most important resource used was the program VisibleBody™, which our institution made freely available to students. This 3D program allows students to study the anatomy of the skeletal and the nervous system. During the session, the teacher presented the program and showed all the options of movement and orientation that allowed students to see the different structures in a realistic way. The teacher described certain anatomical characteristics and then asked students to answer questions and activities regarding these structures.

The virtual platform also allows teachers to interact directly with students asking questions during the session and vice versa. To maintain students’ attention and interest, at the end of the session a short questionnaire was administered, and a few weeks later students were examined about these concepts. These tests and questionnaires aimed to determine whether the distance learning model is as effective as one based on face-to-face class attendance.

At the end of the semester, students were invited to fill in an anonymous survey to record their opinions of the online classes and to assess the differences in engagement between face-to face and online models. The survey was completed by 360 of the 396 students (90%). In general students preferred in-person classes but regarded VisibleBody™ as a very good tool for learning Anatomy in addition to standard face-to-face classes.

Keywords:

Virtual platforms, university students, distance teaching, students preferences, effective learning.