Anatomical Sciences Education最新文献

21st Annual Meeting of the Australian and New Zealand Association of Clinical Anatomists (ANZACA).

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-27 DOI: 10.1002/ase.2554

引用次数: 0

Departing from standard practices: Strategic application of value engineering in the anatomy laboratory to enhance formaldehyde extraction using high-impact, low-cost, and low-maintenance solutions. 偏离标准实践：价值工程在解剖实验室的战略应用，以提高甲醛提取使用高影响，低成本，低维护的解决方案。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-20 DOI: 10.1002/ase.2553

Jürgen Russ, Niels Hammer

{"title":"Departing from standard practices: Strategic application of value engineering in the anatomy laboratory to enhance formaldehyde extraction using high-impact, low-cost, and low-maintenance solutions.","authors":"Jürgen Russ, Niels Hammer","doi":"10.1002/ase.2553","DOIUrl":"https://doi.org/10.1002/ase.2553","url":null,"abstract":"This study describes the process of developing a high-impact, low-cost, and low-maintenance air ventilation system for anatomy facilities. It employed the strategic application of Value Engineering (VE), assuring that the air ventilation system meets contemporary threshold limit values (TLVs) for formaldehyde in the working zone of dissection tables. A creative-innovative construction methodology was used, combining the Theory of Inventive Problem Solving (TRIZ/TIPS) and VE for an anatomy laboratory air ventilation concept. The TRIZ/TIPS aimed to resolve conflicts that impeded progress toward higher ideality, while VE aimed to develop alternative approaches to fulfill required functions at a minimal cost. The findings were first trialed in a mockup while dissecting human tissues embalmed with two protocols. The experimental results were validated by computational fluid dynamics simulations, and then followed by a pilot and commissioning phase once the physical installation of the dissection laboratory concluded. The findings demonstrate the superiority of the combined TRIZ/TIPS and VE approach in terms of air distribution and efficient formaldehyde extraction within the breathing zone. A formaldehyde exposition below 0.1 ppm, lowered air exchange rates, and system usability proved that the given third-generation ventilation system complies with contemporary TLVs and potential changes in user requirements. The third-generation ventilation system offers a cost-effective, high-impact, and low-maintenance solution for state-of-the-art air ventilation systems in the anatomy dissection laboratory. The underlying design approach ensured that formaldehyde levels in the laboratory meet the TLV and indoor air guideline values for formaldehyde exposure, at which current knowledge indicates no increased risk of cancer.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142996655","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 impact of COVID-19 pre-university education on first-grade medical students. A performance study of students of a Department of Histology. 新冠肺炎疫情对医学生大学预科教育的影响对组织学系学生的表演研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-11 DOI: 10.1002/ase.2551

José Manuel García, David Sánchez-Porras, Miguel Etayo-Escanilla, Paula Ávila-Fernández, Olimpia Ortiz-Arrabal, Miguel-Ángel Martín-Piedra, Fernando Campos, Óscar-Darío García-García, Jesús Chato-Astrain, Miguel Alaminos

{"title":"The impact of COVID-19 pre-university education on first-grade medical students. A performance study of students of a Department of Histology.","authors":"José Manuel García, David Sánchez-Porras, Miguel Etayo-Escanilla, Paula Ávila-Fernández, Olimpia Ortiz-Arrabal, Miguel-Ángel Martín-Piedra, Fernando Campos, Óscar-Darío García-García, Jesús Chato-Astrain, Miguel Alaminos","doi":"10.1002/ase.2551","DOIUrl":"https://doi.org/10.1002/ase.2551","url":null,"abstract":"The recent coronavirus disease (COVID-19) forced pre-university professionals to modify the educational system. This work aimed to determine the effects of pandemic situation on students' access to medical studies by comparing the performance of medical students. We evaluated the performance of students enrolled in a subject taught in the first semester of the medical curriculum in two pre-pandemic academic years (PRE), two post-pandemic years (POST), and an intermediate year (INT) using the results of a final multiple-choice exam. Consistency analysis among periods was performed using the Cronbach alpha coefficient (α), the difficulty index with random effects correction (DI), and the point-biserial correlation index (PB). The five exams were homogeneous and had similar α, DI, and PB difficultness. Performance significantly decreased in POST students compared with PRE students, with a correlation between performance and the academic years (PRE-POST). A significant decrease in the percentage of correct answers was detected in the academic years, with POST students showing lower results than PRE students, but not in the percentage of questions answered incorrectly. Significantly higher percentages of unanswered questions were found among POST students. These results confirm the negative impact of the POST pre-university educational system on the performance of students accessing medical school and suggest that POST students could have a higher degree of uncertainty. Specific education programs should be implemented during the first years of the medical curriculum to tailor this effect and increase students' self-confidence and knowledge, which may be associated with confidence.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142963430","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

Considerations for the use of the term "functional anatomy" in the literature: The vague differentiation between "anatomy," "kinesiology," and "physiology". 在文献中使用术语“功能解剖学”的考虑：“解剖学”、“运动学”和“生理学”之间的模糊区分。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-09 DOI: 10.1002/ase.2552

Dimitrios Chytas, Maria Piagkou, Konstantinos Natsis

引用次数: 0

Histopoly: A serious game for teaching histology to 1st year veterinary students. 组织学：一个严肃的游戏，教组织学一年级兽医学生。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-09 DOI: 10.1002/ase.2545

Ricardo Marcos, André Gomes, Marta Santos, António Coelho

{"title":"Histopoly: A serious game for teaching histology to 1st year veterinary students.","authors":"Ricardo Marcos, André Gomes, Marta Santos, António Coelho","doi":"10.1002/ase.2545","DOIUrl":"https://doi.org/10.1002/ase.2545","url":null,"abstract":"Histology is a preclinical subject transversal in medical, dental, and veterinary curricula. Classical teaching approaches in histology are often undermined by lower motivation and engagement of students, which may be addressed by innovative learning environments. Herein, we developed a serious game approach and compared it with a classical teaching style. The students' feedback was evaluated by questionnaires, and their performance on quizzes and exam's scores were assessed. The serious game (Histopoly) consisted of a game-based web application for the teacher/game master, a digital gaming application used by the students as a controller, and a projected digital board game. The board featured rows for the four fundamental tissues (epithelial, connective, muscular, and nervous) paired with question tiles and additional tiles with more demanding activities (e.g., drawing, presenting slides, and making a syllabus). Participants included all veterinary students enrolled in the first year. Paired laboratory sessions were split with four sections (n = 94 students) playing Histopoly at the end of all sessions and two sections (n = 28 students) completing small evaluations every three weeks at the beginning of sessions. According to the questionnaires, students that played the serious game were more motivated, engaged, and more interconnected with classmates. The activity was considered fun, and students enjoyed the classes more. No differences in the final examination scores were found, but the percentage of correct answers provided throughout the serious game was significantly higher. Overall, these findings argue for the inclusion of serious games in modern histology teaching to promote student engagement in learning.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142941683","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

Developing an ethical framework for informed consent using human fetal and embryological collections: An Australian perspective. 开发一个伦理框架的知情同意使用人类胎儿和胚胎收集：澳大利亚的观点。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-08 DOI: 10.1002/ase.2548

Joyce El-Haddad, Nalini Pather

{"title":"Developing an ethical framework for informed consent using human fetal and embryological collections: An Australian perspective.","authors":"Joyce El-Haddad, Nalini Pather","doi":"10.1002/ase.2548","DOIUrl":"https://doi.org/10.1002/ase.2548","url":null,"abstract":"The term \"human fetal and embryological collections\" refers to repositories or archives that house remains of human fetuses and embryos. Most of these remains have been obtained without informed consent from the next of kin, thus reflecting a time in history where this may have been acceptable. Previous quantitative studies seeking stakeholder perceptions toward these collections suggest that there is misalignment with the values of society today, and the current guiding frameworks pertaining to these collections. The aim of this study was to qualitatively explore and analyze the perceptions of key stakeholders regarding human fetal and embryological collections. Twenty-seven individuals signed up and completed the demographic survey. However, 25 attended the focus group interviews. The study sought to provide an in-depth exploration of how stakeholders perceive the value of fetal and embryological collections, and the importance of informed consent. The mean age of participants was 29.1 years of age with a gender distribution of 40.7% (n = 11 out of 27) men and 50.3% (n = 16 out of 27) of women. Thematic analysis identified four themes: (1) consent; (2) preparation for clinical practice; (3) equity and fairness; and (4) educational value, with several subthemes identified at macro, meso, and micro ethical levels. Macro subthemes included importance of informed consent, equity and fairness, and genetic composition. Meso subthemes included respect and privacy, and legal and institutional considerations. Micro subthemes included emotional considerations, preparation for clinical practice, and educational value. The results of this study indicate that ethical issues surrounding human fetal and embryological collections need careful consideration based on macro, meso, and micro ethical frameworks.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142941626","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

Chaotic fun! Promoting active recall of anatomical structures and relationships using the Catch-Phrase game. 混乱的乐趣!利用口头禅游戏促进对解剖结构和关系的积极回忆。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-07 DOI: 10.1002/ase.2549

Andrew S Cale, Margaret A McNulty

{"title":"Chaotic fun! Promoting active recall of anatomical structures and relationships using the Catch-Phrase game.","authors":"Andrew S Cale, Margaret A McNulty","doi":"10.1002/ase.2549","DOIUrl":"https://doi.org/10.1002/ase.2549","url":null,"abstract":"Active recall, the act of recalling knowledge from memory, and games-based learning, the use of games and game elements for learning, are well-established as effective strategies for learning gross anatomy. An activity that applies both principles is Catch-Phrase, a fast-paced word guessing game. In Anatomy Catch-Phrase, players must get their teammates to identify an anatomical term by describing its features, functions, or relationships without saying the term itself. Once a teammate guesses the term, players switch roles and continue play with the next term(s) until time runs out. Meanwhile, the instructor notes common errors and reviews knowledge gaps with the team at the end of the round. Prior to the first exam, a seven-question evaluation was distributed to the health professional students. A total of 18 dissection lab groups (86%) played one round of Anatomy Catch-Phrase, with many groups playing multiple times. After the first exam, 73 students (61%) completed the evaluation. On a five-point scale, most students indicated they enjoyed Anatomy Catch-Phrase (4.3 ± 0.9), highly recommended it (4.2 ± 0.9), and wanted to play it in the future (4.3 ± 1.0). Most students also found the game relevant to the course material (4.5 ± 0.8), useful for reviewing (3.9 ± 0.9), and helped reinforce their knowledge (3.9 ± 0.9). Anatomy Catch-Phrase was highly rated, with a score of 4.3 ± 0.9. Multiple students also provided enthusiastic unsolicited comments, such as 'LOVED IT! A fun way to study anatomy!:)'. Overall, Anatomy Catch-Phrase was well-received as a fun activity for reviewing the anatomy relevant to the course.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142941643","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

Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach. 生物学习动机的差异：测量不变性检验和潜在均值比较方法。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-05 DOI: 10.1002/ase.2544

Ting Dai, Kuan Xing, Avi Kaplan, Jennifer G Cromley, Kyle R Mara, Tony Perez

{"title":"Differences in motivation for biology learning: A measurement invariance testing and latent mean comparison approach.","authors":"Ting Dai, Kuan Xing, Avi Kaplan, Jennifer G Cromley, Kyle R Mara, Tony Perez","doi":"10.1002/ase.2544","DOIUrl":"https://doi.org/10.1002/ase.2544","url":null,"abstract":"Educational and psychological research often involves comparing motivation across groups. It is critical to ensure that observed differences in motivation are true variations by group, not due to measurement biases. With a diverse sample of undergraduate students (N = 2200), this study measured internal consistency and gathered validity evidence based on the internal structure of five motivation scales. To compare motivation for biology between groups of undergraduate students, this study tested for measurement scalar invariance by group and, accordingly, conducted latent factor mean comparisons to understand true group differences. On average, female students held lower expectancy beliefs and self-efficacy for biology learning than males. Female students perceived higher attainment value and utility value for biology learning and higher psychological cost. First-generation college students held lower expectancy beliefs and self-efficacy but perceived higher attainment value for biology learning than continuing-generation students. No differences in average motivation for biology learning were found between underrepresented racial minority (URM) and non-URM students. The implications of these findings and future research directions are also discussed.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142930091","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

Measuring health sciences students' attitudes toward persons with disabilities: Is one scale better than another? 衡量健康科学学生对残疾人的态度：一个量表比另一个更好吗？

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-04 DOI: 10.1002/ase.2546

Isabel Hartner, William S Brooks, Tanvee Sinha, Ashley Parish, Donald H Lein, Elizabeth Wylie, Cathy Carver, David Goretzko, Adam B Wilson

{"title":"Measuring health sciences students' attitudes toward persons with disabilities: Is one scale better than another?","authors":"Isabel Hartner, William S Brooks, Tanvee Sinha, Ashley Parish, Donald H Lein, Elizabeth Wylie, Cathy Carver, David Goretzko, Adam B Wilson","doi":"10.1002/ase.2546","DOIUrl":"https://doi.org/10.1002/ase.2546","url":null,"abstract":"Negative attitudes toward persons with disabilities (PWDs) can lead to stigmatization and exclusion, underscoring the need for effective tools to measure and address such attitudes in educational settings. This study compares the psychometric properties of two scales used to assess attitudes toward PWDs among health science learners: the Multidimensional Attitudes Scale Toward Persons with Disabilities (MAS) and the Attitudes and Perspectives Toward Persons with Disabilities Scale (APPD). This research examines the internal consistency, factor stability, factor replicability, and convergent validity of these scales across different measurement occasions using data from second-year Medical (n = 102) and Doctor of Physical Therapy (n = 39) students. An exploratory factor analysis (EFA) with bootstrapping revealed that both scales yielded three-factor solutions with varying degrees of factor stability and replicability. The MAS's three-factor structure-Affect, Cognitive, and Behavioral-demonstrated stronger internal consistency (Cronbach's alpha ≥0.838) and better factor replicability (Tucker congruence coefficients ≥0.88) than the APPD across pre- and post-intervention datasets. Confirmatory factor analysis was conducted as a second test of replicability and revealed that neither scale demonstrated ideal model fit when applying post-intervention data to the pre-intervention measurement model. Convergent validity analysis indicated a medium positive correlation between MAS and APPD scores (r = 0.368, p < 0.001), suggesting only moderate overlap in the constructs they measure. When used with health sciences students, the MAS demonstrated superior psychometric properties compared to the APPD. However, both scales showed limitations and inconsistencies across measurement occasions, highlighting the need for further refinement and validation.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925914","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

Evaluation of the effectiveness of a digital escape room for learning veterinary anatomy. 兽医解剖学习数字密室的有效性评估。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-03 DOI: 10.1002/ase.2543

Charles Montel, Benjamin Cartiaux, Giovanni Mogicato

{"title":"Evaluation of the effectiveness of a digital escape room for learning veterinary anatomy.","authors":"Charles Montel, Benjamin Cartiaux, Giovanni Mogicato","doi":"10.1002/ase.2543","DOIUrl":"https://doi.org/10.1002/ase.2543","url":null,"abstract":"Anatomy plays a key role in veterinary training, and alternatives to traditional teaching methods, such as game-based learning and escape rooms, are emerging as innovative and effective methods. However, the effectiveness of these approaches, particularly in areas such as veterinary anatomy, remains under-researched. The aim of this study was to evaluate the effectiveness of a digital escape room in teaching veterinary anatomy to first-year students at the Toulouse Veterinary School. It included interactive elements and puzzles based on veterinary anatomy content. Participants were randomly assigned to either an experimental group (n = 81) that engaged with the digital escape room or a control group (n = 81). Pre- and post-tests were conducted with a score out of 100 to assess knowledge acquisition, and the participants' perception of the digital escape room was evaluated using a questionnaire. When comparing the difference between pre- and post-test scores, the experimental group showed a statistically significant difference (p < 0.0001). When comparing the post-test, the experimental group achieved a higher test scores with statistical significance comparing to the control group (p < 0.0001), indicating improved knowledge acquisition. The questionnaire reported that the digital escape room helped increase motivation and interest in learning. However, the lowest score in student-teacher interaction indicates a potential lack of feedback to support student progress. Digital escape rooms are a promising effective and engaging tool for teaching veterinary anatomy, offering practicality, scalability, and potential application across various disciplines of veterinary studies.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925913","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