31 - Hybrid Teaching from the Gross Anatomy Laboratory with Lecture Presentations

Poster Board Number: 31
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Streaming of anatomy faculty dissections via zoom technology was utilized to teach clinically relevant gross anatomy to first-year dental students during the fall of 2021. The online anatomy dissections by faculty were integrated with lecture-based power point presentations in a lecture hall. The coordinated teaching by the faculty has helped to replace the traditional lecture by a more interactive learning strategy, i.e., creating a seamless learning session that integrates live anatomy dissection with a power-point lecture format. This approach also has impacted positively on students’ dissections in the anatomy laboratory.
MATERIAL AND METHODS
The UF Dental Gross Anatomy Course was scheduled for 12 weeks during the fall session. The dental students viewed the dissections by faculty via zoom at intervals during lecture hours. These dissections were integrated with relevant power-point slides and/or cross-sections. Each lecture session was scheduled for one hour and followed by laboratory dissection for 3 hours. Students had accesses to prosected body following the daily lecture before their dissections. During last 35 minutes of each daily session, students were encouraged to visit other stations to discuss the dissected anatomy region for that day. At the beginning of each session, five quiz questions relative to present sessions were asked to enhance students’ retention and recall. The dental students from the Class of 2025 completed an anonymous electronic survey at the conclusion of the course.

RESULTS
The online survey of the enrolled dental students (n=47) in their first-year training identified that the online dissections and the teaching format were extremely beneficial to their learning. Eighty one percent of the students strongly agreed or agreed that video content was clear enough to see indicated structures. Eighty five 85% percent of the students strongly agreed or agreed that the streaming of anatomy dissections was helpful in learning the assigned anatomy. Eighty five percent of the students strongly agreed or agreed that integrated power point presentations along with demonstration of laboratory dissection procedures were beneficial, and Ninety one of the students strongly agreed or agreed that video content was beneficial in learning. Although setting up online dissections and integrating the streaming dissections with relevant power points were time-intensive, the teaching faculty viewed the online teaching experiences as efficient means to further develop students’ knowledge base of anatomy. This practice is now implemented to the medical and physician assistant gross anatomy teaching programs.