The lockdown expanded to twelve other cities in the Hubei province (Rubin and Wessely, 2020). On January 23 rd 2020, the government of China imposed a modern form of quarantine, shutting down all transportation in and out of Wuhan. The virus was confirmed to have subsequently spread to Thailand, Japan, and the Republic of Korea, on 13 th, 15 th and 20 th January, respectively (WHO, 2020a). The novel coronavirus was isolated on 7 th January 2020 and genetically sequenced on 12 th January (WHO, 2020a Wong et al., 2020). On 31 st December 2019, the World Health Organization (WHO) was informed of a small cluster of pneumonia cases with unknown etiology in the Wuhan city, Hubei province, China (WHO, 2020a: Zhu et al., 2020). Discussions will facilitate decisions being made by higher education institutions regarding adapting the curriculum and assessment methods in anatomy. Comparisons of the actions taken by multiple higher education institutions reveal the ways that academics have tried to balance this demand. Academics frequently mentioned the challenge that time constrains could place on the quality and effectiveness of these resources especially as in many cases the aim of these resources was to compensate for a lack of exposure to cadaveric exposure. Key themes included the opportunity to develop new online resources and the chance to engage in new academic collaborations. Once themes were generated, they were collectively brought together using a strength, weakness, opportunity, threat (SWOT) analysis. Data were collected from 14 different universities in the United Kingdom and Republic of Ireland and compared adopting a thematic analysis approach. This study sought to identify the approaches taken in the United Kingdom and Republic of Ireland to deliver anatomical education through online means. Intrinsically, anatomy is a three‐dimensional subject that requires a sound understanding of the relationships between structures, often achieved by the study of human cadaveric material, models, and virtual resources. This has led to an almost immediate switch to distance learning by higher education institutions. The Covid‐19 pandemic has driven the fastest changes to higher education across the globe, necessitated by social distancing measures preventing face‐to‐face teaching.
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