Titlebook: Biomedical Visualisation; Volume 14 ‒ COVID-19 Ourania Varsou,Paul M. Rea,Michelle Welsh Book 2023 The Editor(s) (if applicable) and The Au

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https://doi.org/10.1007/978-1-4757-2331-119 has resulted in widespread technological challenges for educators and learners, and has raised pedagogic, logistical and ethical concerns. Nonetheless, the pandemic has produced favourable conditions for the creation of valuable digital visualisation strategies for learning and teaching, and for

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The Evolution of Landscape Ecologyssons that replicated as best as possible the ‘face-to-face’ experience. This was achieved by taking aspects of pre-existing labs, filming new material and utilising interactive data analysis tools in order to create online Lt labs that gave students a feel of what it would be like to be in a labora

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Springer Series on Environmental Managementurbulent time. These included teaching of head and neck anatomy, teaching of pre-clinical skills in placement of local anaesthetic and dental extraction forceps, communication skills as well as describing a raft of modifications to our assessment programme..Many of these innovations, utilising blend

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The Evolution of Landscape Ecologyund the cadaver, with Zoom used to stream the dissection to those distanced around the room. Those present narrated and ensured visibility of the dissection, whilst posing questions to those at home. The home group provided feedback, generated discussion, and conducted research..This chapter reflect

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https://doi.org/10.1007/978-4-431-54871-3 view that the system afforded, and enjoyed the ability to review and revise the video recording. The disadvantage some mentioned was not being in the appropriate professional space, i.e. the post-mortem facility, although a few students found this advantageous and suggested that this was a useful i

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Tarun K. Raghuvanshi,P. M. Kala,Mehtab Singhto determine whether the benefits associated with NPT are preserved when delivered online. Two cohorts of second year BM5 students received cranial nerve NPT as part of their formal clinical neuroanatomy module, one face to face (. = 150) and the other online (. = 168). Knowledge tests were undertak