Characterising the need for anatomy teaching videos in a South African university: Lecturer perspective
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Background. Human anatomy is central to health professions education. However, recently anatomical education has faced increased challenges in the form of enlarged class sizes, reduced lecturer‐to‐student ratios, limited training time and variable practical exposure. Technological advances, particularly tailor‐made video‐based content, may enhance the anatomy teaching experience by providing an interactive and engaging visual experience, without compromising the quality of optimal education.
Objective. The aim of this study was to define the ability and affinity of lecturing staff at the Faculty of Medicine and Health Sciences, at a large South African university, and their need for the use of anatomy teaching videos as educational material.
Methods. To achieve this, an observational, survey‐based design tool incorporating both quantitative and qualitative research elements was administered.
Results. Twelve responses were used for final analysis. Results revealed an increased use of online and video‐based content by lecturing staff to structure and create teaching material; however, videos for anatomy‐specific teaching purposes are underutilised. This can possibly be attributed to a lack of available, reliable and relevant anatomy teaching videos. There is a great need for such a resource with results showing an enthusiastic response from participants at the prospect of creating and integrating tailor‐made, subject‐specific videos for anatomy learning in current curricula.
Conclusion. This initiative will help address the challenges currently faced in medical and health professions education and lead the way for future transformative learning, bridging the gap between traditional teaching methods and interactive technology‐assisted education.
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