Adaptations and innovations in histology and embryology education during the COVID-19 pandemic: a systematic review.

BACKGROUND

As an alternative to traditional teaching, online education enabled the continuity of histology and embryology learning during the COVID-19 pandemic. This systematic review explores the new tools adopted for histology and embryology education during the pandemic and examines students' perceptions, acceptance, and engagement with e-learning.

MATERIALS AND

METHODS

This systematic review followed the PRISMA guidelines by searching six databases: PubMed, Cochrane Reviews, MEDLINE, Web of Science, Scopus, and Google Scholar. We used the Joanna Briggs Institute (JBI) Critical Appraisal Checklist to assess the quality of the included studies.

RESULTS

Of the 338 studies initially identified, 26 met the inclusion criteria. Most studies reported positive perceptions, with the availability of technology, the pedagogical setup of the online course, and schedule autonomy being the most common reasons. However, the negative views identified concerned limited face-to-face interaction with instructors, interruptions in internet connectivity, and technical issues. Students' perception, acceptance, attendance, and engagement in online education were favorable, as reflected in positive findings on their performance.

CONCLUSIONS

Overall, students' perception of online histology and embryology courses during the COVID-19 lockdown was positive, with some areas identified for further improvement. Additional research is needed to assess educators' perceptions of histology and embryology education during the pandemic.