Anatomical Sciences Education最新文献

Designing a source-grounded Socratic anatomy coach using artificial intelligence to support anatomical reasoning during clinical clerkships. 设计一个基于源的苏格拉底解剖学教练，使用人工智能来支持临床实习期间的解剖推理。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-05 DOI: 10.1002/ase.70393

Ben M C Gorissen, Maarten G A van den Bosch, Harmen Thijs de Vries, Marc A T M Vorstenbosch

{"title":"Designing a source-grounded Socratic anatomy coach using artificial intelligence to support anatomical reasoning during clinical clerkships.","authors":"Ben M C Gorissen, Maarten G A van den Bosch, Harmen Thijs de Vries, Marc A T M Vorstenbosch","doi":"10.1002/ase.70393","DOIUrl":"https://doi.org/10.1002/ase.70393","url":null,"abstract":"Anatomical knowledge must remain retrievable and clinically usable during clerkships, yet previously learned anatomy is often least accessible when students need it most. Generative AI is increasingly available at the point of need, but unstructured use risks displacing the cognitive work required for durable learning. The educational problem is therefore not whether AI can answer anatomy questions, but how a chatbot can be designed so that it supports learning without replacing anatomical reasoning. In this discursive article, we present the design of a source-grounded Anatomy-AI Coach for medical students during clinical clerkships at Radboudumc. The current proof-of-principle covers musculoskeletal and neuroanatomical questions and is intended for preparatory, just-in-time, and reflective use around patient encounters. The design is organized around a five-phase interaction protocol: goal clarification, concise answer with source citation and micro-action, multimodal bridge, Socratic coaching with a mirror step, and reflective closure. The protocol draws on self-regulated learning, the ICAP framework, and emerging work on cognitive offloading and AI as a cognitive mirror. We describe guardrails, scope restriction, source grounding, uncertainty communication, clinical boundaries, and privacy as didactic design features rather than purely technical constraints. This article is part of a larger design-based research project; future phases will evaluate factual accuracy, pedagogical uptake, and effects on anatomical reasoning during clerkships. The present contribution offers a design blueprint rather than outcome data, specifying how the interactional architecture of an anatomy chatbot can be aligned with workplace learning.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149331774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gamified learning meets physiology: Healthcare students' gameful experience with a virtual educational escape room 游戏化学习符合生理学：医疗保健学生的游戏体验与虚拟教育密室。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-07-10 DOI: 10.1002/ase.70308

David Martin-Hidalgo, Guadalupe Álvarez-Hernán, Cristina Carrasco Romero, Violeta Calle-Guisado

{"title":"Gamified learning meets physiology: Healthcare students' gameful experience with a virtual educational escape room","authors":"David Martin-Hidalgo, Guadalupe Álvarez-Hernán, Cristina Carrasco Romero, Violeta Calle-Guisado","doi":"10.1002/ase.70308","DOIUrl":"10.1002/ase.70308","url":null,"abstract":"Gamified teaching approaches are increasingly used in higher education, making it essential to examine the gameful experience resulting from interaction with educational game elements. This study aimed to evaluate undergraduate health science students' gamified learning experience using the Gamified Experience Measurement Scale in Education (GAMEX), and to analyze the influence of gender on the perceived gameful experience. A cross-sectional descriptive study was conducted using a digital educational escape room as a gamified learning activity. The sutdy included 170 first-year undergraduate students in nursing, medicine, and physiotherapy enrolled in a “Basic Human Physiology” course. The GAMEX scale was used to evaluate the gameful experience. Overall, all GAMEX dimensions scored above 3 on a 5-point Likert scale, with the highest ratings for Enjoyment (4.54 ± 0.56), Absence of Negative Effects (4.24 ± 1.05), and Creative Thinking (4.11 ± 0.77), while Absorption (3.51 ± 0.97) and Activation (3.03 ± 0.95) received lower scores. No significant differences were found in GAMEX scores between degree programs overall or between male and female students. However, within Nursing, female students reported higher Enjoyment (p = 0.046) and Absorption (p = 0.027) than males students. Among female students, significant differences (p < 0.05) across programs were observed in Enjoyment, Absorption, and Creative Thinking, with Medicine students showing the lowest scores. The digital escape room generated a positive gameful experience among health science students, characterized by high enjoyment, creative thinking, and low negative affect, suggesting it may be a useful complementary strategy for learning complex subjects such as Basic Human Physiology.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1900-1910"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148417162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The gift remembered: The Human Anatomy and Physiology Society (HAPS) Anatomical Donor Stewardship's ethical and practical handbook for anatomy donor tributes 记住的礼物：人体解剖和生理学会（HAPS）解剖捐赠者管理的道德和实用手册，解剖捐赠者致敬。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-07-16 DOI: 10.1002/ase.70309

Bobbie J. Leeper, Rhiannon E. Robinson, Kelsey Stevens, Lacy M. Cleveland, Danielle N. Edwards, Nicole L. Geske, Burhan Gharaibeh, Anya Goldina, Jill Kirby, Jacqueline Phillips, Leslie R. Sewell, J. P. Swigart, Trisha Waldman, Jonathan J. Wisco, Jeremy J. Grachan

{"title":"The gift remembered: The Human Anatomy and Physiology Society (HAPS) Anatomical Donor Stewardship's ethical and practical handbook for anatomy donor tributes","authors":"Bobbie J. Leeper, Rhiannon E. Robinson, Kelsey Stevens, Lacy M. Cleveland, Danielle N. Edwards, Nicole L. Geske, Burhan Gharaibeh, Anya Goldina, Jill Kirby, Jacqueline Phillips, Leslie R. Sewell, J. P. Swigart, Trisha Waldman, Jonathan J. Wisco, Jeremy J. Grachan","doi":"10.1002/ase.70309","DOIUrl":"10.1002/ase.70309","url":null,"abstract":"Providing students with a way to honor human body donors during or after an anatomy course has been shown to help provide a sense of closure and comfort to students and, when present, donor families. Gestures of gratitude for donors can also emphasize humanistic values of respect, empathy, and professionalism. These tributes can take the form of a ceremony; class activities such as a moment of silence or reflection assignment; the display of a memorial plaque, website, plant, or garden; or other similar gestures. While hosting memorial ceremonies for donors has become common practice for many body donation programs and larger medical institutions, many institutions still do not hold ceremonies because faculty do not know where to start, are deterred by the increased workload, or for other personal or administrative reasons. This handbook was created by members of the Human Anatomy and Physiology Society (HAPS) Anatomical Donor Stewardship (ADS) Ethics Subcommittee to provide guidance to anatomy educators and staff who are developing inaugural ceremonies or memorials, or who are seeking new ideas to enhance their established event or memorial.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1802-1822"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70309","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148467842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Citossina: A web-based application integrating virtual and augmented realities for inclusive Cell Biology education Citossina：一个基于网络的应用程序，集成了虚拟和增强现实，用于包容性细胞生物学教育。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-07-26 DOI: 10.1002/ase.70318

Júlio Panzera-Gonçalves, Cleida Aparecida Oliveira

{"title":"Citossina: A web-based application integrating virtual and augmented realities for inclusive Cell Biology education","authors":"Júlio Panzera-Gonçalves, Cleida Aparecida Oliveira","doi":"10.1002/ase.70318","DOIUrl":"10.1002/ase.70318","url":null,"abstract":"Cell Biology is widely recognized as a challenging subject for undergraduate students due to the difficulty in conceptualizing microscopic structures and processes, along with the large number of complex concepts it covers. These difficulties are common among students with typical vision but are exacerbated for those with visual impairments, whose academic retention is often affected by the lack of inclusive methodological approaches. To foster inclusive learning environments and address the shortage of accessible materials, this study aimed to develop, implement, and evaluate an inclusive web application for learning Cell Biology, based on the principles of Educational Design Research (EDR), responsive design, and the Web Content Accessibility Guidelines (WCAG 2.1). Three-dimensional (3D) models representing organelles, cell structures, and processes were created, integrated into the platform, and optimized for virtual reality (VR) and augmented reality (AR). Accessibility features such as audio descriptions, color-changing interfaces, adaptive color schemes, adjustable layouts, contextual tips, and alternative text were included to support use across multiple devices. The learning tools were evaluated by students with visual impairments, students with typical vision from health and biological sciences programs, and Cell Biology teachers. Results indicated positive perceptions regarding visual presentation, usability, content quality, and learning effectiveness, emphasizing the web application's potential to promote inclusive learning in Cell Biology undergraduate education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1911-1931"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148589328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The dead still teach the living: Body donor dissection in the digital age of anatomy education 逝者仍教生者：数字化时代解剖教育中的遗体捐献解剖。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-10 DOI: 10.1002/ase.70315

Uğur Baran Kasırga

{"title":"The dead still teach the living: Body donor dissection in the digital age of anatomy education","authors":"Uğur Baran Kasırga","doi":"10.1002/ase.70315","DOIUrl":"10.1002/ase.70315","url":null,"abstract":"Donor-based dissection has become increasingly contested in modern medical curricula as digital anatomy platforms, simulation technologies, virtual dissection tables, three-dimensional reconstructions, and artificial intelligence-supported learning have expanded. Reduced curricular time and logistical constraints have encouraged some institutions to reduce or replace dissection-based anatomy teaching. This shift raises a central educational question: What does dissection contribute to anatomy learning that cannot be reproduced by other methods? This article examines donor-based dissection from an anatomy-education perspective. It argues that its value should not rest on tradition, nor be judged solely by examination performance. Its educational significance lies in the multiple dimensions of learning it uniquely supports: three-dimensional spatial reasoning, recognition of anatomical variation, tactile and manual understanding of tissue planes, regional and topographical orientation, integration of structure with clinical relevance, and the development of professional identity and donor respect. Digital anatomy and artificial intelligence can enrich anatomy teaching by improving visualization, accessibility, and repetition. However, these tools present anatomy in a standardized, cleaned, and immediately visible form. Donor-based dissection exposes students to the body as layered, variable, and sometimes ambiguous—an encounter that cannot be fully replicated digitally. A six-phase hybrid model grounded in experiential learning theory is proposed: digital pre-laboratory orientation, donor-based or prosection-based exploration, imaging correlation, clinical case reasoning, guided professional reflection, and post-laboratory digital consolidation. In this framework, digital tools prepare and reinforce learning while dissection remains the central embodied experience. Donor-based dissection therefore remains indispensable as a carefully structured component of an integrated anatomy curriculum.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"2008-2017"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70315","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148704814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Anatomical Sciences Education Vol. 19, Issue 11, 2026 Cover Image 解剖科学教育卷19，第11期，2026封面图片

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 DOI: 10.1002/ase.70395

引用次数: 0

Ritualized reflection in human dissection: Liminality, ethical negotiation, and professional identity formation among South Korean medical students 人体解剖中的仪式化反思：韩国医学生的阈限、伦理协商与职业认同形成。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-07-13 DOI: 10.1002/ase.70312

Jun-Ki Lee, Hyoungtae Kim, Hyo Hyun Yoo

{"title":"Ritualized reflection in human dissection: Liminality, ethical negotiation, and professional identity formation among South Korean medical students","authors":"Jun-Ki Lee, Hyoungtae Kim, Hyo Hyun Yoo","doi":"10.1002/ase.70312","DOIUrl":"10.1002/ase.70312","url":null,"abstract":"Human dissection is a foundational component of medical education, yet it places students in profound ethical tension between scientific objectification and respect for human dignity. While prior studies have documented students' emotional responses, the structural transformation of their moral narratives over time, particularly within non-Western cultural contexts, remains under-theorized. This study examines longitudinal changes in student-written body donor eulogies to explore how ritualized reflection mediates ethical tension and professional identity formation. Using a qualitative-dominant mixed-methods design, 273 reflective eulogies were collected from medical students at two ritualized thresholds before and after human dissection: the pre-dissection memorial service (n = 138) and the post-dissection encoffining ceremony (n = 135). Drawing on Victor Turner's theory of the ritual process, the texts were analyzed using thematic content analysis and quantitative text mining to identify systematic shifts in narrative perspectives. Pre-dissection eulogies were dominated by formal “Heroic Pledges” (86%) characterized by naive idealism. Post-dissection narratives shifted significantly toward “Confessional Apologies” (78%), reflecting guilt, humility, and ethical reintegration (χ2 = 132.84, p < 0.001). Quantitative analysis also confirmed a surge in the honorific framing of donors as Seonsaengnim (teacher) (73%, χ2 = 108.92, p < 0.001), which served as a cultural mechanism to restore moral hierarchy. Ritualized reflection across dissection serves as a mechanism for navigating ethical challenges in South Korean medical students' identity formation. These findings highlight the pedagogical value of structured reflective practices in fostering compassionate physicians who preserve human dignity while developing technical competence.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1998-2007"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70312","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148429384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A survey investigation of the imaging practices of human body donors in gross anatomy laboratories 大体解剖实验室人体供体成像实践的调查研究。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-20 DOI: 10.1002/ase.70339

Danielle N. Edwards, Rhiannon E. Robinson, Bobbie J. Leeper, Kelsey E. Stevens, Jeremy J. Grachan

{"title":"A survey investigation of the imaging practices of human body donors in gross anatomy laboratories","authors":"Danielle N. Edwards, Rhiannon E. Robinson, Bobbie J. Leeper, Kelsey E. Stevens, Jeremy J. Grachan","doi":"10.1002/ase.70339","DOIUrl":"10.1002/ase.70339","url":null,"abstract":"The imaging of human body donors, as photographs and videos, is increasing in need as digital access of educational materials increases. In the past several years, several professional societies have published guidelines and recommendations for imaging human body donors for all who work with human body donors. However, the implementation of policies, the storage of images, and the compliance with these policies are largely unknown. The Human Anatomy and Physiology Society Anatomical Donor Stewardship Committee distributed a survey to determine the policies for imaging human body donors to institutions that use human body donors through professional anatomy organization listservs. A total of 74 (n = 74) responses were returned. The most common policy was to request permission before any imaging of human donors. Imaging policies were influenced by the amount of donors, where the donors were obtained (internal programs, external programs, or mixed), but not by the type of institution or the use of the donors (dissection, prosection, etc.). Of those who took images, photographs were more common over videos for both educational and research use. However, those who took videos for education mainly reported policies prohibiting imaging. When storing images, more restrictive imaging policies were more likely to report secure storage of digital donor materials. This study shows that each institution still has a variety of policies for imaging of human donors, and not all follow the published guidelines. Overall, the landscape of current policies demonstrates a strong need to standardize policies for imaging of donors.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1789-1801"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70339","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148786093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seeing ourselves in anatomy: Embedding equity, diversity, and inclusivity to transform learning in a UK BSc curriculum 在解剖学中看到我们自己：嵌入公平，多样性和包容性，以改变英国理学士课程的学习。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-27 DOI: 10.1002/ase.70333

Michelle Welsh, Ourania Varsou

{"title":"Seeing ourselves in anatomy: Embedding equity, diversity, and inclusivity to transform learning in a UK BSc curriculum","authors":"Michelle Welsh, Ourania Varsou","doi":"10.1002/ase.70333","DOIUrl":"10.1002/ase.70333","url":null,"abstract":"Embedding intersectional equity, diversity, and inclusion (EDI) in anatomy education is essential to reflect the growing diversity of student populations, support all learners, and prepare graduates for a more inclusive, socially responsive global workforce. Anatomical textbooks and models have typically focused on white, cis-gender, able-bodied individuals who perpetuates biases and underrepresentation, impacting learners' professional development. We embedded five workshops in the junior honors BSc anatomy curriculum, which all adopted an intersectional EDI approach. These were strongly anchored to anatomy as a discipline and framed around learners building knowledge through social interaction, encouraging active student engagement and reflection. A mixed methods analysis using pre- and postteaching surveys and assessment data from 2021 to 2025 showed that the anatomy-focused EDI content challenged students to explore personal and disciplinary representation, bias, and diversity through real-world examples such as textbook imagery, donor demographics, and historical figures. By combining collaborative tasks, critical reflection, and authentic assessments, students developed cultural awareness, and personal accountability, embedding inclusive thinking into both their academic practice and professional identity, with their understanding shifting over time from more basic awareness to reflective, critical engagement. Students also consistently achieved higher grades in EDI coursework and exam essays compared to non-EDI assessments. This approach allowed students to build complexity across the sessions, from historical critique to structural analysis and applied outputs. These findings support the continued integration of EDI as a dynamic and essential component of anatomy and broader biomedical curricula while also offering a transferable framework for other academics to adopt.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1981-1997"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148838662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dissecting the dissection laboratory: Elements for designing a human anatomy laboratory 解剖实验室：设计人体解剖实验室的要素：人体解剖与生理学会(HAPS)-解剖供体管理（ADS）委员会，实验室资源小组委员会。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-09-16 DOI: 10.1002/ase.70344

Rhiannon E. Robinson, Abbey Breckling, Danielle N. Edwards, Nicole Geske, Burhan Gharaibeh, Bobbie J. Leeper, Molly Ostwald, Mary Schilling, Bridgett Severt, Kelsey Stevens, J. P. Swigart, Jonathan J. Wisco, Melissa Zolnierz, Jeremy J. Grachan

{"title":"Dissecting the dissection laboratory: Elements for designing a human anatomy laboratory","authors":"Rhiannon E. Robinson, Abbey Breckling, Danielle N. Edwards, Nicole Geske, Burhan Gharaibeh, Bobbie J. Leeper, Molly Ostwald, Mary Schilling, Bridgett Severt, Kelsey Stevens, J. P. Swigart, Jonathan J. Wisco, Melissa Zolnierz, Jeremy J. Grachan","doi":"10.1002/ase.70344","DOIUrl":"10.1002/ase.70344","url":null,"abstract":"The human anatomy dissection laboratory is a critical component of anatomical and medical education. Development, maintenance, and stocking of these laboratory spaces have unique demands, with all of the challenges in running a laboratory with Biosafety Laboratory Level 2 (BSL-2) classification, housing a large volume of tissues saturated with volatile chemicals, and safeguarding human beings all within the same space. At times, educators or laboratory managers may be tasked with helping to design a new anatomy laboratory from scratch, to give input on the renovation of an existing laboratory space (which may or may not have been used with human anatomy donors previously), or may inherit a human anatomy laboratory space as their own to manage. This Guide was written by members of the Human Anatomy and Physiology Society (HAPS) Anatomical Donor Stewardship (ADS) Lab Resources Subcommittee to guide those developing new anatomy dissection laboratories or working in existing ones.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1823-1860"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70344","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148981666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0