Online Teaching and its challenges faced by Anatomists in Pakistan: A post-pandemic perspective:

Fatima Inam; Alvia Batool; Muhammad Shahid  Akhtar; Hafiza Sadia  Ahmed; Fariha Qureshi; Fauzia Qureshi

doi:10.37723/jumdc.v15i2.912

Fatima Inam Associate Professor, Department of Anatomy, Akhtar Saeed Medical and Dental College, Lahore.
Alvia Batool Associate Professor, Department of Anatomy, Fatima Memorial Medical and Dental College, Lahore.
Muhammad Shahid Akhtar Associate Professor, Department of Anatomy, King Edward Medical University, Lahore
Hafiza Sadia Ahmed Assistant professor, Department of Anatomy, University College of Medicine and Dentistry, The University of Lahore, Lahore
Fariha Qureshi Professor, Department of Anatomy, Akhtar Saeed Medical and Dental College, Lahore
Fauzia Qureshi Associate Professor, Department of Anatomy, Akhtar Saeed Medical and Dental College, Lahore.

DOI: https://doi.org/10.37723/jumdc.v15i2.912

Keywords: online learning,, Anatomy,, Teaching

Abstract

BACKGROUND AND OBJECTIVE: Medical teachers in Pakistan lacked the concept of online teaching and had to adapt with limited resources and experience during the COVID-19 pandemic. They were also lacking the necessary IT skills and computer literacy. This study aims to access the different types of online teaching methods, explore computer literacy, and identify the challenges and opportunities faced by the teachers of anatomy to assess the success of online teaching.

METHODOLOGY: An online survey gathered data from n=80, anatomy teachers on demographic factors, prior online teaching experience, teaching methods, IT skills, and perceptions of online teaching challenges and benefits. Responses were analyzed using frequencies and percentages. The Chi-square and Fisher's exact tests were employed to explore relationships between dependent and independent variables.

RESULTS: The study found that 17.5% of anatomy teachers had prior online teaching experience, with Zoom being the preferred app for 54% of respondents. A mix of synchronous and asynchronous teaching was favored by 48.75%. Most teachers reported IT skills above 70-80%. Teaching gross anatomy was cited as the biggest challenge by 74% of participants. Statistical analysis revealed no significant difference in app preference between junior and senior faculty (p > 0.05).

CONCLUSION: Teachers of anatomy in Pakistan faced many difficulties in online teaching during the pandemic which is evident by this study conducted in post-pandemic time but did their best to deliver lectures using the resources available and minimal training.