Anatomy, physiology, and pathology students' perspectives on covid-19

By Student Voice
COVID-19anatomy, physiology and pathology

Introduction

As the COVID-19 pandemic swept across the globe, it brought a host of unique challenges, particularly for students studying anatomy, physiology, and pathology. These disciplines, relying heavily on practical and lab-based learning, faced significant disruptions. Our blog aims to look into how students in these fields navigated the transition, highlighting their experiences and responses to shift to online learning and the adaptations made by their educational institutions. This scenario has notably changed the traditional educational process, foregrounding the importance of student voices and innovative teaching approaches. Through an analysis of student surveys and text analysis, insights emerge on how these changes affected the learning process and student satisfaction. Understanding these shifts helps us grasp the broader effects of the pandemic on higher education and paves the way for discussing detailed impacts and strategic adaptations in subsequent sections of our blog.

Challenges in Acquiring Practical and Anatomical Skills

The COVID-19 pandemic has posed significant challenges for students in anatomy, physiology, and pathology, particularly in acquiring hands-on laboratory and anatomical skills. Traditionally, these subjects depend greatly on in-person labs where students can engage directly with anatomical specimens and practical experiments. However, due to health risks and restrictions, institutions had to rapidly increase their reliance on virtual learning environments. Virtual labs and online simulation tools became more common, yet they could not fully replicate the tactile and 3D understanding gained from physical dissection and examination. Students often reported difficulties in translating two-dimensional images into three-dimensional anatomical knowledge, which is key for their future careers in health and science sectors. Furthermore, the reduced interaction with staff and peers in a lab setting limited students' opportunities to learn through discussion and collaborative problem-solving, essential components in mastering complex biological systems. This shift not only impacted their learning process but also raised concerns about the preparedness of new healthcare professionals entering the field with potentially less practical exposure than in pre-pandemic times.

University Response to COVID-19

As the COVID-19 pandemic unfolded, universities faced the imperative challenge of adapting their teaching and operational modes to ensure safety while minimising disruptions to student learning, especially for those studying in the detailed areas of anatomy, physiology, and pathology. A swift transition to online classes was essential, but institutions also needed to innovate to support the very specific needs of these courses, where tactile and observational skills form the basis of learning. Staff in these disciplines creatively utilised digital tools to simulate laboratory settings and practical scenarios, though with clear limitations in hands-on engagement. Furthermore, universities implemented safety nets such as adjusted grading schemes to accommodate the unforeseen stress and the academic challenges posed by remote learning. Placement adjustments were equally important, ensuring that students could still gain some clinical exposure without compromising health protocols. Key to maintaining student motivation and effective learning was clear communication from staff, keeping students informed about changes and the resources available to aid their academic and personal well-being during these difficult times. These efforts, while crucial, represent only the beginning of a longer process towards refining how health science education can respond to and recover from such global crises.

Remote Learning Difficulties

Navigating the complexities of remote learning presented its own set of challenges, particularly for students engaged in the intricate studies of anatomy, physiology, and pathology. With the closure of campus libraries, students found themselves without access to essential resources which are typically only available in these quiet, resource-rich environments. Moreover, the shift from live demonstrations to practical videos meant that students missed out on real-time interactions and immediate feedback, important components that facilitate deeper understanding and clarification of complex concepts. Recorded lectures, although helpful, often could not capture the dynamism and interactivity of a classroom setting, leading to difficulties in maintaining student engagement and enthusiasm for the subject matter. Many students reported that these factors made it hard to remain motivated and effectively absorb the detailed content required in their courses. Utilising student surveys, institutions began to look into these experiences as a way to gauge the efficacy of their remote teaching strategies and to identify key areas for improvement. This feedback is now guiding a wave of adjustments aimed at enhancing the delivery of education in these key science fields, striving to better simulate the detailed and interactive nature of face-to-face learning.

Lack of Communication and Organisation

The pandemic highlighted significant issues related to communication and organisation within universities, impacting students particularly in the fields of anatomy, physiology, and pathology. As courses moved online, many students felt they were left without clear guidance or support on how to proceed with their highly specialised coursework and placements. Instances were reported where emails went unanswered and virtual meeting times clashed, leading to confusion and a sense of neglect among students. This disorganisation was not just an inconvenience but affected students' abilities to meet the academic standards expected of them. The lack of clear, timely communication about changes in course delivery, assessment methods, and placement opportunities made it difficult for students to plan their studies effectively. This was especially troubling for those nearing the end of their studies, who were anxious about how these disruptions would affect their qualifications and future careers in health and science sectors. The inadequate organisation also extended to the dissemination of resources; as virtual tools became the primary means of instruction, many students struggled to access the necessary digital materials. They reported issues with compatibility, understanding, and practical usability of these resources, which impeded their learning process and added to the overall stress of adapting to a wholly remote educational environment.

Support Structures During COVID-19

During the COVID-19 pandemic, universities recognised the need for effective support structures to aid anatomy, physiology, and pathology students as they navigated the transition to online learning. Staff were fundamental in this transition, providing not just academic guidance, but also emotional support as students adjusted to an altered learning environment. As lectures and practical sessions moved online, lecturers and tutors were actively engaging via emails and virtual meetings to ensure that students remained connected and supported. Support services, previously centred around in-person interactions, adapted swiftly; virtual drop-in sessions, enhanced online resource availability, and extended virtual counselling services were initiated to meet new demands. Continuous communication was maintained to keep students informed about changing academic schedules and access to digital tools. Student surveys were actively used to gather feedback on the new modalities of teaching and support, enabling institutions to tweak their strategies in real time. This swift adaptation of support structures was not only about maintaining academic standards but also about ensuring that students felt valued and supported throughout their academic process during such trying times.

Financial Stress and Management During COVID-19

The COVID-19 pandemic has escalated financial worries among students, particularly for those studying anatomy, physiology, and pathology. With the rising cost of living, combined with ongoing university fees and student loans, many found themselves under increased financial strain. This section explores how these pressures affected students and the coping strategies that evolved in response. Financial challenges were not new, but the pandemic intensified these issues, making it harder for students to manage their expenses. Some had to juggle part-time jobs with their studies, often leading to increased stress and decreased academic focus. Universities responded by providing emergency grants and more flexible payment options for fees, aiming to alleviate some of the financial burdens. Access to financial advice became a more prominently featured resource, helping students navigate their economic challenges more effectively. Staff played a key role in connecting students with these resources, ensuring they were aware and could access the necessary support. As we look into these cases, it’s clear that addressing financial stress is important for the overall well-being and academic success of students during such disruptive times.

Conclusion

In summarising the insights gathered, the experiences of students in anatomy, physiology, and pathology throughout the COVID-19 pandemic underline the adaptive capabilities and resilience of our academic institutions but also highlight where improvements are imperative. As we move forward, it is key that these findings inform strategies to buffer against similar disruptions in the future. Institutions must continue to harness student feedback through surveys and other tools to improve communication, organisation, and support. This engagement is essential in refining online learning platforms and enhancing the practical components of these courses, which are important for competent future professionals. The broader implications for higher education suggest a need for ongoing investment in digital resources and training for staff to effectively manage sudden transitions in teaching methods. While the pandemic has undoubtedly presented numerous challenges, it has also accelerated innovations in educational technology and teaching practices that could enrich student learning experiences going forward. Preparing for future challenges involves not just a reactive adjustment but a proactive overhaul of educational strategies to ensure resilience and flexibility in teaching models.

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