Licensed under CC BY 4.0 International License 
which permits use, distribution and reproduction in any 
medium, provided the original work is properly cited.J. Lumbini. Med. Coll. Vol 8, No 1, Jan-Jun 2020

___________________________________________________________________________________

Submitted:  22 May, 2020
Accepted:  24 May, 2020
Published:  30 May, 2020

a - Assistant Professor,
b- Professor and Head,
b- Department of Anatomy, GSVM Medical college, Kanpur, India.

Corresponding Author:
Nidhi Gupta
Email: drnidhianat@gmail.com
ORCID: https://orcid.org/0000-0002-9183-2392

How to cite this article:
Gupta N. Pandey S. Disruption of Anatomy Dissection Practical in 
COVID-19 Pandemic: Challenges, Problems and Solutions. Journal 
of Lumbini Medical College.2020;8(1):2 pages. DOI: https://doi.
org/10.22502/jlmc.v8i1.350 Epub: 2020 May 30._______________________________________________________ 

Perspectivehttps://doi.org/10.22502/jlmc.v8i1.350

Nidhi Gupta,a,c Suniti Pandey b,c

Disruption of Anatomy Dissection Practical in 
COVID-19 Pandemic: Challenges, Problems and 

Solutions

Background

 We are undergoing crisis for humanity with 
corona virus disease (COVID-19) causing extensive 
damage to life and its aspects. Moreover we do not 
know how this will unfold in near future. All the 
academic classes are suspended during nationwide 
lockdown to alleviate the propagation. It is high time 
to rethink ways to deliver quality medical education 
under restriction of social isolation and absenteeism 
in real time teachings and discussions.  We propose, 
based upon our experiences, replacement of didactic 
gross anatomy dissection with handmade dissection 
videos and its implications. It has its own challenges 
which could be overcome with planned directives 
based upon current experience.

What is the magnitude of problem?

In this gloomy environment of forced absenteeism, 
reluctance in study plans and procrastination requires 
counseling for emphasizing the importance of tight 
declining schedule and benefits of timely curriculum 
for covering huge syllabus. Traditional methods of 
face-to-face educational didactics, lectures and 
chalk talks has been compromised like no other 
time in past. Use of education technology at a mass 

scale for economically deprived countries, limited 
availability of techno friendly medical educators and 
adaptation of student to newer teaching techniques 
was already restrained in pre-pandemic time. Also, 
the alignment of new teaching format with amount 
of content and duration of topic coverage, necessary 
and safe enough to train for effective practice of 
problem-based learning warrants reorganizing 
available resources. From student’s perspective, 
accommodation and fooding concerns in lockdown, 
poor internet access with intermittent disconnection, 
lack of high-end laptops and absenteeism are major 
concerns, which precluded us from live streaming of 
gross anatomy dissection. Also, it is to be ensured 
that changes in teaching style have positive impact 
on amount and depth of concerned knowledge. 

Why dissection is irreplaceable?

Cadaveric dissections are not a trivial activity 
and have tremendous ethical consideration with 
regards to the great souls who donated their body 
for medical education. Gross anatomy teaching 
of structures of the human body is fundamental to 
health professional education. Vast content of this 
subject was taught classically via didactic pedagogy. 
Cadaveric dissection and preserved model studies 
create simulation for surgical field.[1] It is a 
preliminary stage for foundations of Patho-anatomy 
and rehearsal for surgical orientation. Schematic 
illustration of dissection can adversely lead to student 
turning into information recipient only instead 
of becoming active learner implying thinking, 
reflecting and discovering at individual interest 
level.[2] Successful accomplishment of dissection 
tasks generates motivation, self-confidence and 
esteem.[2]

What are the aims of new teaching design?

Three essential steps were aimed for a new teaching 
design: 



Gupta N, et al. Disruption of Anatomy Dissection Practical in COVID-19 Pandemic: Challenges, Problems and Solutions.

jlmc.edu.npJ. Lumbini. Med. Coll. Vol 8, No 1, Jan-Jun 2020

1. To provide relevant self recorded videos 
and PowerPoint presentations to maintain 
scheduled curriculum as far as possible with 
reference to pre-defined academic calendar 
and timings of classes.

2. A declarative preconditioning about the 
new changes in dissection demonstration 
plans was given to a small number of class 
representatives for discussion with peers. 
Additionally, co-ordination amongst peer 
faculties were made to prevent overlaps in 
schedule. 

3. Record and discuss non-verbal 
communications inputs of students through 
social media for quality control in every next 
video shooting.

What were the methods for faculty and content 
developments?

Using departmental simple camera with gimbal 
handled by academic media staff of the institute at 
anatomy dissection laboratory in compliance with 
administration orders, we focused on creating few 
short and easy videos with small file size (<250MB) 
of 15-20 minutes for every dissection topic.

How will dissection videos help?

Considering academic schedule pressure and vast 
syllabus, the problem was addressed through 
recorded videos on selected topics. Presently, with 
smart phones widely available and accessible, 
producing and sharing videos is quite easy. Videos 
improve learning as it enables the formation of 
mental image close to the real dynamic structures. 
Technological advancement has created the ability 
to view dissections or prosections without having to 
be physically present which has been viewed to be a 
valuable tool to anatomy education with the growing 
pressures affecting it.[1] Although in assessment, 
student can identify a structure and correlate clinical 
anatomy, yet the benefit  of holistic trainings exceeds 
significantly when they dissect with peers while 
discussing therefore acquaintance with realistic 
pictures of dissected cadaver must not be missed 
with passing time.[1]

What are odds against not choosing from available 
open source?

There are reasons as why not to choose and 

recommend nonspecific You-tube videos, as they 
seriously fail in delivering the complex learning 
process.[2] The most envisaged hazard in open source 
information is potentially inaccurate content ‘Heads 
that know how to think or heads full of information’.
[2] Also the social media can be useful virtual outlet 
but lack depth and organization to reliably transmit.

Why teachers should proactively make videos?

There is a dynamic in communication between 
teachers with students in particular explaining details 
of the content. Faculty involvement in dissections 
facilitates association between theoretical concept 
and practical implications. Positive affective 
relationship can be generated by dialogues at table 
side. 

Faculty’s considerations

It lies in brisk orientation of teachers as well as 
students to adapt with online learning stages. Teacher 
shyness to acclimatize to new format, with nil face 
to face interaction was a matter of concern, hence 
dealt with peer interaction and sharing feedbacks. 
Also, videos used for education will vary for every 
teacher; the reason being, preparedness, promptness, 
and creating interest in the session. With decreased 
cadaver availability and time-consuming dissections, 
videos are placed as possible solution.

Student’s consideration

We should try to modify student perception for 
acceptance of changes in traditional methods 
and motivate them with interesting presentation. 
Also, they can be encouraged to interact digitally 
for queries and feedback. In new arrangement of 
dissection, there is a requirement to adapt to sensitize 
for viewing the video guides on practical procedure 
of prosected specimens for adequate exposure to 
anatomical content as a replacement to pedagogical 
approach of student participation in dissection 
process.

What are long term future correlates of the contents 
as a carry forward of this crisis scenario?

Although short videos are not exact replacement of 
hands-on practical training, yet it does not add up 
much to pre-existing workload and can be suitably 
used in revision strategies at times of doubt in entire 
curriculum when suitably stored. As the specialist is 
involved, the videos can be customized to learning 



conclusion, and ethical knowledge bank of the 
faculties of the institute. Pressure on educators 
to respond earliest in crisis nowadays, need to be 
replaced by strategic view in a long term. The quality 
and length of self recorded videos as a preparatory 
tool needs long term audit to produce optimum 
contents at professional level. We also call for 
comparing examination and assessment outcome of 
traditional vs. newer method in short term and long-
term assessment. Cohort for analysis of feedback 
provided by students can be taken up in case futuristic 
curriculum demands replacement of didactic lectures 
with audio-visual trainings. The current scenario 
scrutinizes the options of developing and integrating 
student teacher interaction as a component of video, 
thereby incorporate problem-based learning.

Where will temporary scenario might lead to based 
upon upcoming evidences, shall it change the 
entire time-honored study design?

Lack of trained faculties able to lead a dissection 
task, acquisitions and maintenance of corpses, has 
prompted to go for alternative methods like model 
and software.[1] It has been hypothesized that future 
of gross anatomy education will see replacement 
of text books with videos filled with explanation 
of morphological variations and clinical relevance 
adherent with problem based learnings.[3] Under 
lights of evidences, automation, virtual reality and 
3D- visualization seems potentially inciting the age 
old didactic teachings.[3] However, the classification 
of recommendation and level of evidence is still not 
available, so presently anatomy videos how so ever 
promising still falls in ambit of poorly defined role 
in anatomy education. Even complete exclusion 
of cadavers from teaching program is pointed, 
however without established evidences of benefits, 
the prospect remains obscure.[3] Few years down 
the lane, professionally created tracks of audio-
visuals will be accountable and scholarly values will 
be citable much in congruence with evidence based 
medicine video journals.[4]

Potential recommendations and conclusions

This new format does not deny the traditional 
instructive hegemonic model, but rather puts up 
the ways of overcoming them in present where its 
applicability is compromised. Still the challenges 
that remain are focused on effort regulation, 
goal settings, self-monitoring of understanding, 
time management and help seeking. Hence, 

we recommend faculty development through 
acquaintance with professional technologies and 
student skills enhancement by balancing between 
traditional ‘directed self-learning’ to ‘self-directed 
learning’. We conclude with advocating dissection 
in anatomy is inevitable for medical education. 
Although tedious, new variations in teaching 
methodology will up bring critical thinking, 
investigative acumen and integrative approach in 
students. Any lack will be disadvantageous. Even in 
the ongoing crisis, dissection videos should be taken 
as a clinical practical cycle followed by interactive 
discussion of students amongst themselves and with 
the teacher. We emphasize on triad of development, 
implementation and evaluation. Together the 
educator and students can craft tailored podcast and 
goodwill. 

Conflict of interest: The authors declare that no 
competing interest exists.

Funding: No funds were available for the study.

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v35n4/0717-9502-ijmorphol-35-04-01540.pdf

2. Ghosh SK. Cadaveric dissection as an educational 
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27574911 DOI: https://doi.org/10.1002/ase.1649 

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Gupta N, et al. Disruption of Anatomy Dissection Practical in COVID-19 Pandemic: Challenges, Problems and Solutions.

J. Lumbini. Med. Coll. Vol 8, No 1, Jan-Jun 2020 jlmc.edu.np