PMID- 34568264 OWN - NLM STAT- MEDLINE DCOM- 20210929 LR - 20230921 IS - 2296-2565 (Electronic) IS - 2296-2565 (Linking) VI - 9 DP - 2021 TI - Design, 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 Study. PG - 726814 LID - 10.3389/fpubh.2021.726814 [doi] LID - 726814 AB - 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 Head and 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 for medical 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. CI - Copyright (c) 2021 Naidoo, Azar, Khamis, Gholami, Lindsbro, Alsheikh-Ali and Banerjee. FAU - Naidoo, Nerissa AU - Naidoo N AD - College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates. FAU - Azar, Aida J AU - Azar AJ AD - College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates. FAU - Khamis, Amar Hassan AU - Khamis AH AD - College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates. FAU - Gholami, Mandana AU - Gholami M AD - College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates. FAU - Lindsbro, Marjam AU - Lindsbro M AD - College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates. FAU - Alsheikh-Ali, Alawi AU - Alsheikh-Ali A AD - College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates. AD - Dubai Health Authority (DHA) Building, Dubai, United Arab Emirates. FAU - Banerjee, Yajnavalka AU - Banerjee Y AD - College of Medicine and Health Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU), Dubai, United Arab Emirates. AD - Centre for Medical Education, University of Dundee, Dundee, United Kingdom. LA - eng PT - Journal Article DEP - 20210910 PL - Switzerland TA - Front Public Health JT - Frontiers in public health JID - 101616579 SB - IM MH - *COVID-19 MH - Communicable Disease Control MH - *Education, Distance MH - *Education, Medical MH - Humans MH - Pandemics MH - SARS-CoV-2 PMC - PMC8460872 OTO - NOTNLM OT - ADDIE model OT - Bourdieu's concept OT - COVID-19 OT - anatomy teaching OT - competency framework OT - distance learning OT - instructional design and application OT - medical education COIS- YB was the recipient of funding from Pfizer, Amgen, and the BlueNote community to conduct investigator initiated research (IIR) and medical education activities in the form of continuing professional development (CPD) and continued medical education (CME) activities. However, these funds haven't been used in the study depicted in the manuscript. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. EDAT- 2021/09/28 06:00 MHDA- 2021/09/30 06:00 PMCR- 2021/09/10 CRDT- 2021/09/27 06:16 PHST- 2021/06/17 00:00 [received] PHST- 2021/08/06 00:00 [accepted] PHST- 2021/09/27 06:16 [entrez] PHST- 2021/09/28 06:00 [pubmed] PHST- 2021/09/30 06:00 [medline] PHST- 2021/09/10 00:00 [pmc-release] AID - 10.3389/fpubh.2021.726814 [doi] PST - epublish SO - Front Public Health. 2021 Sep 10;9:726814. doi: 10.3389/fpubh.2021.726814. eCollection 2021.