Background: Prior to the fall of 2020, clinical skills and anatomy were considered separate courses with minimal overlap other than
being offered to the same cohort of students. We had included clinical skills practice in anatomy labs on an intermittent and variable
basis. Many of the skills were included only if time and faculty or staff availability permitted. The coronavirus disease 2019 (COVID-
19) pandemic made us think differently, particularly as the anatomy space was one of our largest rooms. Methods: Anatomy and
clinical skills shared space and content during the 2020–2021 school year in an effort to meet physical distancing and other biosafety
requirements required by the state and University. Results: Students were maintained in a single space and were engaged for a longer
period of time, making their commute and biosafety steps worthwhile while simultaneously opening up other spaces for distanced
teaching needs. The goal of one skill/day for motor skill learning was maintained despite a challenging laboratory teaching schedule.
Certified veterinary technicians taught both the anatomy and the skills portion, showcasing the value of their training and freeing
faculty for other responsibilities. Conclusion: This teaching and learning combination led to an enhanced understanding of procedurerelated
anatomy; direct anatomy application to veterinary work; opportunities for recall, transfer, and supervised practice; and
optimized staff and space utilization.
Malone ED, Brown AL, Spence SJ. COVID bedfellows: Combining clinical skills and anatomy laboratories in the DVM curriculum. Educ Health Prof 2021;4:70-3.
Malone, Erin D; Brown, Abby L; Spence, Susan J.
COVID Bedfellows: Combining Clinical Skills and Anatomy Laboratories in the DVM Curriculum.
Education in the Health Professions.
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