Advances in Medical Education and Practice (Jun 2022)
African Medical Educators and Anatomy Teachers’ Perceptions and Acceptance of the Anatomage Table as an EdTech and Innovation: A Qualitative Study
Abstract
Joshua Owolabi,1 Robert Ojiambo,2 Daniel Seifu,3 Arlene Nishimwe,4 Ornella Masimbi,5 Chinonso Emmanuel Okorie,6 Darlene Ineza,4 Abebe Bekele7 1Department of Anatomy, Division of Basic Medical Science, University of Global Health Equity, Butaro, Rwanda; 2Department of Physiology, Division of Basic Medical Science, University of Global Health Equity, Butaro, Rwanda; 3Department of Biochemistry, Division of Basic Medical Science, University of Global Health Equity, Butaro, Rwanda; 4Division of Basic Medical Science, University of Global Health Equity, Butaro, Rwanda; 5The UGHE Simulation Centre, University of Global Health Equity, Butaro, Rwanda; 6Doctors without Borders, Brussels, Belgium; 7School of Medicine, University of Global Health Equity, Butaro, RwandaCorrespondence: Joshua Owolabi, Department of Anatomy, Division of Basic Medical Science, University of Global Health Equity, Butaro, Rwanda, Tel +250 781164365, Email [email protected]: This article presents a qualitative study of African anatomists and anatomy teachers on the Anatomage Table–a modern medical education technology and innovation, as an indicator of African anatomy medical and anatomy educators’ acceptance of EdTech. The Anatomage Table is used for digital dissection, prosection, functional anatomy demonstration, virtual simulation of certain functions, and interactive digital teaching aid.Materials and Methods: Anatomy teachers [n=79] from 11 representative African countries, Ghana, Nigeria [West Africa], Ethiopia, Kenya, Rwanda [East Africa], Namibia [South Africa], Zambia [Southern Africa], Egypt [North Africa], and Sudan [Central Africa], participated in this study. Focus group discussions [FGDs] were set up to obtain qualitative information from stakeholders from representative institutions. In addition, based on the set criteria, selected education leaders and stakeholders in representative institutions participated in In-depth Interviews [IDIs]. The interview explored critical issues concerning their perceptions about the acceptance, adoption, and integration of educational technology, specifically, the Anatomage Table into the teaching of Anatomy and related medical sciences in the African continent. Recorded interviews were transcribed and analyzed using the Dedoose software.Results: African anatomists are generally technology inclined and in favor of EdTech. The most recurring opinion was that the Anatomage Table could only be a “complementary teaching tool to cadavers” and that it “can’t replace the real-life experience of cadavers.” Particularly, respondents from user institutions opined that it “complements the traditional cadaver-based approaches” to anatomy learning and inquiry, including being a good “complement for cadaveric skill lab” sessions. Compared with the traditional cadaveric dissections a majority also considered it less problematic regarding cultural acceptability and health and safety-related concerns. The lifelikeness of the 3D representation is a major factor that drives acceptability.Keywords: anatomy, Anatomage, educational technology, medical education, innovations, Africa
