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dc.contributor.authorNaidoo, Nerissa
dc.contributor.authorAzar, Aida J.
dc.contributor.authorKhamis, Ammar H.
dc.contributor.authorGholami, Mandana
dc.contributor.authorLindsbro, Marjam
dc.contributor.authorAlsheikh-Ali, Alawi A.
dc.contributor.authorBanerjee, Yajnavalka
dc.date.accessioned2022-01-17T04:57:49Z
dc.date.available2022-01-17T04:57:49Z
dc.date.issued2021
dc.identifier.other204-2021.21
dc.identifier.urihttps://repository.mbru.ac.ae/handle/1/711
dc.description.abstractAbstract: This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Headand Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick’s model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online-collaborative-learning; and improved using Anderson’s DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework’s efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick’s Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students’ learning. Using Bourdieu’s Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent formedical schools to adopt; and is versatile as it attests to the key domains of students’ learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.en_US
dc.language.isoenen_US
dc.subjectAnatomy teachingen_US
dc.subjectCOVID-19en_US
dc.subjectADDIE modelen_US
dc.subjectBourdieu’s concepten_US
dc.subjectCompetency frameworken_US
dc.subjectDistance learningen_US
dc.subjectInstructional design and applicationen_US
dc.subjectMedical educationen_US
dc.titleDesign, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Studyen_US
dc.typeArticleen_US


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