Anatomical Sciences Education最新文献

{"title":"Refocusing graduate gross anatomy training: Curating future content experts.","authors":"Gail Elliott, Grace Pinhal-Enfield","doi":"10.1002/ase.2535","DOIUrl":"https://doi.org/10.1002/ase.2535","url":null,"abstract":"<p><p>Graduate anatomy courses should be designed based on several needs. These include preparation for how to study in medical school and other healthcare programs, integrating multiple ways of engaging with the material, including repetition for long-term retention, and training of anatomy educators. Our graduate anatomy course presents an example of a balanced course structure that caters to the varying needs of different learners and encourages interest in anatomy education as a profession. By refocusing graduate gross anatomy training, we aim to support learners pursuing fields that utilize anatomy, including healthcare professions as well as future content experts to address the shortage of qualified anatomy educators.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142646443","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}

{"title":"Editorial Board and Table of Contents","authors":"","doi":"10.1002/ase.2510","DOIUrl":"https://doi.org/10.1002/ase.2510","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 8","pages":"1517-1520"},"PeriodicalIF":5.2,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665774","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}

{"title":"Anatomical Sciences Education Vol. 17, Issue 8, 2024 Cover Image","authors":"","doi":"10.1002/ase.2511","DOIUrl":"https://doi.org/10.1002/ase.2511","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 8","pages":"C1"},"PeriodicalIF":5.2,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665773","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}

{"title":"Comparing assisting technologies for proficiency in cardiac morphology: 3D printing and mixed reality versus CT slice images for morphological understanding of congenital heart defects by medical students.","authors":"Henrik Brun, Matthias Lippert, Thomas Langø, Juan Sanchez-Margallo, Francisco Sanchez-Margallo, Ole Jakob Elle","doi":"10.1002/ase.2530","DOIUrl":"https://doi.org/10.1002/ase.2530","url":null,"abstract":"<p><p>Learning cardiac morphology largely involves spatial abilities and studies indicate benefits from innovative 3D visualization technologies that speed up and increase the learning output. Studies comparing these teaching tools and their educational output are rare and few studies include complex congenital heart defects. This study compared the effects of 3D prints, mixed reality (MR) viewing of 3D meshes and standard cardiac CT slice images on medical students' understanding of complex congenital heart defect morphology, measuring both objective level of understanding and subjective educational experience. The objective of this study was to compare morphological understanding and user experiences of 3D printed models, MR 3D visualization and axial 2D CT slices, in medical students examining morphological details in complex congenital heart defects. Medical students in the median 4th year of study (range 2nd to 6th) examined three of five different complex congenital heart defects by three different modalities: 3D printed model, MR viewed 3D mesh, and cardiac CT slices, answering a questionnaire on morphology and user experience. Time to complete task, diagnostic accuracy, and user experience data were collected and compared on group level. Task times were similar for all modalities. The percentage of correct answers was higher with MR visualization, which was also the preferred modality overall. Medical students both prefer and better understand the morphology of complex congenital heart disease with 3D models viewed using MR, without spending more time than with 3D prints or 2D CT images.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142613068","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}

{"title":"Effect of peer facilitation in anatomy small group curriculum on academic performance and retention: A pilot study.","authors":"Phoebe L Li, Rijul Asri, George Holan, Christin Traba, Sophia Chen, Jeremy J Grachan","doi":"10.1002/ase.2533","DOIUrl":"https://doi.org/10.1002/ase.2533","url":null,"abstract":"<p><p>Peer-assisted learning and group facilitation have been proven to foster active participation in small-group learning, and these effective teaching modalities have been shown to enhance learning outcomes. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance and retention. Students were required to rotate through this facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, individual quiz grades, and retention quizzes sent 1 month after each quiz. Overall, the data revealed a significant increase in the overall combined quiz averages across the curriculum for facilitators compared to participants despite having no notable increase in preparation time (p = 0.004). While facilitators scored significantly higher on the course quizzes, the slight increase in their average retention quiz scores was not significant. This study was unable to identify any significant benefits to retention for either facilitators or participants. In all, this study suggests that a peer facilitation paradigm can be an effective educational modality for medical students, and future studies should explore ways to improve knowledge retention through this role.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589465","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}

{"title":"The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study.","authors":"Samar Thabet Jallad","doi":"10.1002/ase.2534","DOIUrl":"https://doi.org/10.1002/ase.2534","url":null,"abstract":"<p><p>Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589470","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}

{"title":"Teaching teen titans: An anatomy curriculum using superheroes for middle- and high school students in health professions outreach programs.","authors":"Rijul Asri, Humberto Baquerizo, Mercedes Padilla-Register, Maria Soto-Greene, Jeremy J Grachan","doi":"10.1002/ase.2531","DOIUrl":"https://doi.org/10.1002/ase.2531","url":null,"abstract":"<p><p>Health professions outreach programs are important avenues to increase interest in the fields of science, technology, engineering, and mathematics (STEM). One aspect of many of these programs is anatomy, which can be challenging to teach due to its scope. Creative teaching methods, such as the incorporation of examples from pop culture, can help students better access complex scientific concepts. This study aimed to assess the utility of a superhero-based anatomy curriculum as part of summer outreach programs at Rutgers New Jersey Medical School (NJMS). Students completed pre- and post-session surveys about their interest in the fields of STEM, their background knowledge of superheroes, and their thoughts on the effectiveness of using superheroes to learn anatomy. Prior to participating in the curriculum, most students were interested or very interested in the fields of STEM (72.4%). After the curriculum, most students (79.3%) reported that their interest expanded. Almost all students reported that the use of superheroes was beneficial to their learning experience (91.4%) and was preferred over traditional teaching methods (87.9%), despite not necessarily having existing background knowledge or interests in superheroes. Finally, some students felt that seeing the diverse identities of different superhero characters improved their ability to relate to the material. In conclusion, students felt that a superhero-based anatomy curriculum improved their interest in the fields of STEM and their learning experience. This suggests that creative teaching methods can effectively augment the existing mission of health professions outreach programs for a diverse group of students.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574822","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}

{"title":"The intersection of anatomy and spirituality","authors":"Joy Y. Balta","doi":"10.1002/ase.2528","DOIUrl":"10.1002/ase.2528","url":null,"abstract":"<p>The intersection of anatomy and spirituality offers a profound exploration into how the physical and spiritual aspects of our being interrelate, enhancing our understanding of wholeness. These domains are often seen as distinct, with anatomy rooted in the tangible study of the human body, while spirituality is considered intangible and deeply personal. However, as our understanding of both fields has evolved, a more integrative approach is emerging, recognizing that the physical and spiritual are not separate but interconnected aspects of human experience. In this unique special issue, we explore the diverse ways in which spirituality influences the field of anatomy. To provide a comprehensive perspective, the issue is organized into three sections. The first section examines how spirituality shapes students' learning experiences in anatomy. The second section focuses on the role of religious beliefs in body donation practices. Finally, the third section considers the interplay between spirituality and culture, and how this dynamic has influenced the discipline of anatomy over time. This special issue emphasizes the connection between anatomy and spirituality, bridging the divide between the physical and spiritual dimensions of educators, students, body donors, and community members. More needs to be done in the future to embrace the connection between anatomy and spirituality and build upon it to advance our discipline.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 8","pages":"1523-1525"},"PeriodicalIF":5.2,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142542263","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}

{"title":"ASE: Where anatomy and spirituality intersect","authors":"Jason M. Organ","doi":"10.1002/ase.2529","DOIUrl":"10.1002/ase.2529","url":null,"abstract":"&lt;p&gt;Anatomy is more than just the study of the body; it is the foundation of life itself. For millennia, humans and our evolutionary ancestors have sought answers to explain the natural phenomena we observe daily. This quest for understanding is a fundamental part of the human experience. Throughout history, people worldwide have searched for answers in religion and spirituality. This exploration is the focus of this month's special issue of the journal, &lt;i&gt;The Intersection of Anatomy &amp; Spirituality&lt;/i&gt;, guest edited by Dr. Joy Balta of Point Loma Nazarene University.&lt;/p&gt;&lt;p&gt;Our field of anatomical sciences has a rich history intertwined with religious thought and practice.&lt;span&gt;&lt;sup&gt;1-3&lt;/sup&gt;&lt;/span&gt; However, this special issue does not focus on that history. Instead, Joy has brought together authors who share different perspectives on how religion and spirituality inform the practice of anatomy education. The papers are deeply personal. When I read them, I feel a strong connection to my anatomy colleagues from diverse backgrounds. The cultural and ethical questions they grapple with resonate with me, and I hope they will resonate with you too, Moreover, they connect to additional perspectives that center inclusion in the anatomical sciences published in the pages of our sibling journal &lt;i&gt;The Anatomical Record&lt;/i&gt;.&lt;span&gt;&lt;sup&gt;4-9&lt;/sup&gt;&lt;/span&gt; The papers in this issue have also prompted me to reflect on the intersection of anatomy and spirituality in my own life.&lt;/p&gt;&lt;p&gt;I was raised in a traditional conservative Ashkenazic Jewish home within a vibrant, multicultural Jewish community in the suburbs of Kansas City. My family and I were surrounded by extended “family” from Jewish communities around the globe: South Africa, the Middle East and North Africa, Europe, Central and South America, and more. This diverse environment enriched my upbringing, exposing me to a wide array of cultural practices and perspectives within Judaism. For 13 years, from kindergarten through high school, I attended a Jewish community day school. This school provided a dual curriculum where half the day was devoted to secular studies, including subjects like math, science, and literature, while the other half focused on religious studies. These religious courses were often taught in Hebrew and drew from traditional Hebrew and Aramaic texts such as the Torah and Talmud.&lt;/p&gt;&lt;p&gt;The education I received was deeply rooted in Jewish values and ethics, emphasizing principles like justice, compassion, and the importance of community. This foundation has profoundly influenced every aspect of my life, including my professional approach to anatomy education. The rigorous academic environment, combined with a strong emphasis on religious and ethical teachings, instilled in me a sense of responsibility and respect for the human body. This perspective has been invaluable in my career, guiding my interactions with students and colleagues and shaping the way I conduct research and teach a","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 8","pages":"1521-1522"},"PeriodicalIF":5.2,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142520359","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}

{"title":"Gaze and hand behaviors during haptic abilities testing-An update to multimedia learning theory.","authors":"Michelle A Sveistrup, Jean Langlois, Timothy D Wilson","doi":"10.1002/ase.2526","DOIUrl":"https://doi.org/10.1002/ase.2526","url":null,"abstract":"<p><p>The Cognitive Theory of Multimedia Learning (CTML) suggests humans learn through visual and auditory sensory channels. Haptics represent a third channel within CTML and a missing component for experiential learning. The objective was to measure visual and haptic behaviors during spatial tasks. The haptic abilities test (HAT) quantifies results in several realms, accuracy, time, and strategy. The HAT was completed under three sensory conditions using sight (S), haptics (H), and sight with haptics (SH). Subjects (n = 22, 13 females (F), 20-28 years) completed the MRT (10.6 ± 5.0, mean ± SD) and were classified as high or low spatial abilities scores with respect to mean MRT: high spatial abilities (HSA) (n = 12, 6F, MRT = 13.7 ± 3.0), and low spatial ability (LSA) groups (n = 10, 7F, MRT = 5.6 ± 2.0). Video recordings gaze and hand behaviors were compared between HSA and LSA groups across HAT conditions. The HSA group spent less time fixating on mirrored objects, an erroneous answer option, of HAT compared to the LSA group (11.0 ± 4.7 vs. 17.8 ± 7.3 s, p = 0.020) in S conditions. In haptic conditions, HSA utilized a hand-object interaction strategy characterized as palpation, significantly less than the LSA group (23.2 ± 16.0 vs. 43.1 ± 21.5 percent, p = 0.022). Before this study, it was unclear whether haptic sensory inputs appended to the mental schema models of the CTML. These data suggest that if spatial abilities are challenged, LSA persons both benefit and utilize strategies beyond the classic CTML framework by using their hands as a third input channel. This data suggest haptic behaviors offer a third type of sensory memory resulting in improved cognitive performance.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142491465","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}