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Abstract

The Coronavirus Infectious Disease 2019 (COVID-19) disrupted the higher education sector worldwide in several disciplines, especially those in healthcare as well as science, technology, engineering, and mathematics (STEM) that require active, experiential learning via practical application of concepts centering around anatomy. Dynamic instructional and technological interventions took place rapidly in an effort to minimize the adverse repercussions of moving away from traditional means of education in these critical scientific fields. COVID-19 necessitated administrators, faculty, students, and interns at colleges, universities, medical/ healthcare science programs and residencies to pursue teaching, learning, and assessment of anatomy courses/curricula through innovative strategies without compromising the quality or rigor of education. Adaptation and integration of remote/hybrid learning and teaching methodologies were essential, along with governmental as well as organizational interventions. Alternative synchronous and asynchronous approaches of e-pedagogy were implemented through simulation labs, virtual cadaver dissections and histological examinations, recorded video-lectures, online meeting platforms, and cutting-edge technological software and tools to maintain the quality of education while prioritizing everyone’s health and safety. Based on varying economic stability, different countries and regions dealt with the ramifications of COVID-19 on anatomy education differently. This structured review systematically encapsulates, for the first time, original reports published over the ~three years of the pandemic around the globe on such key implications of COVID-19 in anatomy higher studies, combined with relevant recommendations. The comprehensive analysis would help improve the content, delivery, efficacy, and sustainability of education in this clinically important subject to facilitate better preparation for future pandemics.

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