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Purpose <p>Distance anatomy education has gained increasing relevance due to global crises such as the COVID-19 pandemic and natural disasters, including the 2023 Kahramanmaraş earthquakes. These disruptions have raised concerns regarding student motivation, accessibility, and the overall effectiveness of online learning. This study explores vocational health sciences students’ perceptions of distance anatomy education, with a focus on engagement, learning outcomes, and accessibility.</p> Methods <p>This cross-sectional study, conducted at the Atatürk Vocational School of Health Services, Kafkas University, included 748 students from four health-related programs. Theoretical anatomy education was delivered synchronously via Microsoft Teams, while practical Components were provided asynchronously through a dedicated YouTube channel. Using a validated 50-item survey, this study examined students’ motivation, perceptions of anatomy’s importance, course adequacy, accessibility, and effectiveness of distance education.</p> Results <p>Motivation levels varied significantly across departments, with Home Patient Care students reporting the highest engagement. Male students perceived distance education as more effective than female students, while students living at home had better accessibility and learning experiences than dormitory residents. The YouTube channel played a crucial role in supporting practical anatomy education. Correlation analysis revealed strong associations between accessibility, motivation, and perceived effectiveness.</p> Conclusion <p>The study highlights the need for blended learning models, digital infrastructure improvements, and interactive strategies to enhance distance anatomy education. Future research should explore hybrid approaches integrating hands-on components and advanced digital tools to optimize learning outcomes.</p>

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From pandemic to earthquakes: crisis-driven challenges in distance anatomy education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月14日

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  • Asli Beril Karakas

摘要

Purpose

Distance anatomy education has gained increasing relevance due to global crises such as the COVID-19 pandemic and natural disasters, including the 2023 Kahramanmaraş earthquakes. These disruptions have raised concerns regarding student motivation, accessibility, and the overall effectiveness of online learning. This study explores vocational health sciences students’ perceptions of distance anatomy education, with a focus on engagement, learning outcomes, and accessibility.

Methods

This cross-sectional study, conducted at the Atatürk Vocational School of Health Services, Kafkas University, included 748 students from four health-related programs. Theoretical anatomy education was delivered synchronously via Microsoft Teams, while practical Components were provided asynchronously through a dedicated YouTube channel. Using a validated 50-item survey, this study examined students’ motivation, perceptions of anatomy’s importance, course adequacy, accessibility, and effectiveness of distance education.

Results

Motivation levels varied significantly across departments, with Home Patient Care students reporting the highest engagement. Male students perceived distance education as more effective than female students, while students living at home had better accessibility and learning experiences than dormitory residents. The YouTube channel played a crucial role in supporting practical anatomy education. Correlation analysis revealed strong associations between accessibility, motivation, and perceived effectiveness.

Conclusion

The study highlights the need for blended learning models, digital infrastructure improvements, and interactive strategies to enhance distance anatomy education. Future research should explore hybrid approaches integrating hands-on components and advanced digital tools to optimize learning outcomes.