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Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID\u201019, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face\u2010to\u2010face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student\u2013student (66.7%) and student\u2013tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic\u2010induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.<\/jats:p>","DOI":"10.1002\/ca.23758","type":"journal-article","created":{"date-parts":[[2021,5,17]],"date-time":"2021-05-17T08:19:43Z","timestamp":1621239583000},"page":"948-960","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":34,"title":["Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland"],"prefix":"10.1002","volume":"34","author":[{"given":"Kate","family":"Dulohery","sequence":"first","affiliation":[{"name":"School of Medicine, University of Sunderland Sunderland UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5918-5615","authenticated-orcid":false,"given":"Deirdre","family":"Scully","sequence":"additional","affiliation":[{"name":"Department of Anatomy Trinity College Dublin, the University of Dublin, School of Medicine Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Georga J.","family":"Longhurst","sequence":"additional","affiliation":[{"name":"Department of Anatomical Sciences St. George's, University of London London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Danya M.","family":"Stone","sequence":"additional","affiliation":[{"name":"Department of Medical Education Brighton and Sussex Medical School, University of Sussex Brighton UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Thomas","family":"Campbell","sequence":"additional","affiliation":[{"name":"School of Medicine, University College Dublin Dublin Ireland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2021,5,26]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"Acland's video atlas of human anatomy","author":"Acland R.","year":"2013"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1308\/rcsbull.2015.397"},{"key":"e_1_2_8_4_1","first-page":"1","article-title":"Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID\u201019","volume":"11","author":"Ashokka B.","year":"2020","journal-title":"Medical Teacher"},{"key":"e_1_2_8_5_1","unstructured":"Anatomical Society.2021.Anatomical Society Meetings. 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