"There are many methods of teaching anatomy to students of medicine, dentistry, pharmacy and allied health sciences. The traditional cornerstones of anatomy education are lectures, tutorials and cadaver-based dissection classes. More recently, there has been a shift in education philosophy, with attention being focussed on student-centric learning instead of teacher-centric instruction. Further, anatomy education faces challenges such as a reduction in curriculum time and the relative lack of cadavers available for teaching. This has contributed to the growing interest in using computer-based learning tools to supplement classical teaching methods. Novel approaches to anatomy education, such as problem-based and team-based learning, have also been introduced in various medical schools. The rapid development of telecommunication technology and information highways has taken the educational macrocosm by storm. The benefits of e-learning and mobile learning are obvious, including the ability to provide better access to education and to facilitate interaction among students and between teachers and students. At the National
University of Singapore, we have been exploring the use of e-learning as part of our contingency plan for anatomy education over the past few years. One of the factors that prompted us to do this was our experience with the Severe Acute Respiratory Syndrome (SARS) outbreak ten years ago, which disrupted the operation of the university. E-learning could be an important channel for us to continue our task of uninterrupted teaching of our students while reducing risks to ourselves in the event of outbreaks of bird flu or other communicable diseases. (Karthik S Harve and George W Yip- The Use of E-Learning in Contingency Planning for Anatomy Education)."
Last date updated on June, 2014