Consecutive waves of the COVID-19 pandemic made teaching and learning tasks harder for veterinary anatomy faculties and students worldwide compared to the pre pandemic scenario. Online teaching got triggered across several countries as precautionary measure against COVID-19. Educational institutions focused towards online learning platforms to continue educating the students, as many veterinary institutes. As with most teaching methods, online learning also had its own set of positives and negatives. It can be concluded that, online learning in the form of live classes and recorded videos can be included as a part of routine anatomy curriculum, but it can never be a substitute for interactive face to face classroom learning and practical session and in teaching, dissection is an irreplaceable tool in anatomy education

Veterinary Anatomy learning, Online education

The study's novelty is based on the maintenance of the greater possible interaction between the teacher and students during the online anatomy lectures in contrast to the previously described usage of dissection educational videos in anatomy. This was one of it’s kind of first study conducted to analyze the students' perspectives and attitudes regarding the sudden shift of veterinary anatomy teaching mode during the Covid‐19 pandemic lockdown as a new and challenging method used for the first time in Veterinary Anatomy subject. Although several problems were associated with the rapid switch to the distance learning mode during the lockdown, online learning appeared to be acceptable in teaching veterinary anatomy during this pandemic crisis. The online learning of veterinary anatomy could be applied together with traditional education not as a substitute to it. To overcome the problems associated with online learning, several measurements should be conducted, including a redesign of the anatomy curriculum and learning materials by providing 3D virtual tools, more images, and videos to help understand the anatomical features. Theoretical parts can be conducted as live streaming while practical lessons should be studied in the university after the students return back to actual classes or through interactive virtual laboratories. Additionally, students' understanding should be measured by applying several assignments before and after each lecture which has to be framed in a proper manner. This study represented a method to solicit early feedback from Veterinary Anatomy students shortly after the emergency shift to the online learning mode, which might help decision‐makers for the future strategic development and implementation of online learning of veterinary anatomy as a positive step toward evolution and change. The findings reinforce the established statement that “a teaching dissection is an irreplaceable tool in anatomy education”. However, online lectures can definitely be made interesting by changing and modifying the way of presentations, which were well-received by the students and these can be kept on as a supplementary teaching modality and can be proven quite useful in lack of cadavers as well as during various unavoidable circumstances

Shilpa S. Modekar (2025). Learning Veterinary Anatomy in the Online Mode-An Opportunity to understand Importance of Actual off-line Learning. Biological Forum, 17(6): 01-03