{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,11]],"date-time":"2026-06-11T15:22:56Z","timestamp":1781191376856,"version":"3.54.1"},"reference-count":73,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,2,18]],"date-time":"2026-02-18T00:00:00Z","timestamp":1771372800000},"content-version":"vor","delay-in-days":17,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,2,1]],"date-time":"2026-02-01T00:00:00Z","timestamp":1769904000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    This study investigated undergraduate and postgraduate students' experiences of blended anatomy education at Stellenbosch University during and after the COVID\u201019 pandemic. Given the rapid transition from dissection and face\u2010to\u2010face (F2F) lectures to emergency (2020) and augmented (2021\u20132022) remote teaching, learning, and assessment (TLA) during the pandemic, it remains unclear how these shifts impacted student learning. By exploring students' experiences, this study aimed to identify how blended TLA strategies, learning materials, and resource accessibility can better support diverse learning needs and inform future anatomy education design and implementation. Guided by a constructivist epistemology, six online focus group discussions (FGD,\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u200918 participants) were conducted with Allied Health Sciences undergraduates (Dietetics, Physiotherapy, Speech, language and hearing therapy, BSc Anatomy, and Occupational therapy) and postgraduate anatomy students. Participants were purposively recruited to ensure representation across different academic programs. Discussions were recorded, transcribed, and thematically analyzed to develop robust descriptions of students' experiences. This study highlights the interplay of practical skills, social relationships, professional impact, and curriculum design in shaping how students learn in blended anatomy environments. Practical learning was critical for bridging theory and clinical competence, with near\u2010peer tutors playing a pivotal role in knowledge consolidation during F2F sessions. Peer relationships enhanced engagement and adaptation to challenges, while overall blended TLA offered flexibility but lacked immersion. Future blended approaches should prioritize integrated, robust, practical, and theoretical learning supported by high\u2010quality teaching and relational support. Further research should examine the longitudinal impact of blended TLA on professional readiness, emphasizing interdisciplinary collaboration and innovative technologies.\n                  <\/jats:p>","DOI":"10.1002\/ase.70193","type":"journal-article","created":{"date-parts":[[2026,2,19]],"date-time":"2026-02-19T03:50:07Z","timestamp":1771473007000},"page":"352-366","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Lessons learnt: Perceptions of health sciences students of blended anatomy education at Stellenbosch University during and after the\n                    <scp>COVID<\/scp>\n                    \u201019 pandemic"],"prefix":"10.1002","volume":"19","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2636-4892","authenticated-orcid":false,"given":"J. 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