Anatomical Sciences Education最新文献

{"title":"Evaluating major curriculum changes: Ensuring a psychologically safe learning environment is achieved for graduate students.","authors":"Gail Elliott, Grace Pinhal-Enfield","doi":"10.1002/ase.70144","DOIUrl":"https://doi.org/10.1002/ase.70144","url":null,"abstract":"<p><p>A graduate-level master's gross anatomy course was recently rewritten to enhance delivery of its content in a manner that supports student learning. End-of-course evaluations from all 88 students showed highly favorable ratings for the curricular change, but a more detailed analysis is critical to determine whether a safe learning environment had been established. A safe learning environment is established where the curriculum is appropriately challenging, faculty are supportive, and students feel they belong. A measure of the success of a new course is typically the overall performance of the cohort, in addition to the student evaluations. One limitation of this is the use of Likert scores in student evaluations, which are universally devoid of nuanced information. In most instances, students are offered an opportunity to provide written feedback, and beyond a superficial read-through of these comments, they are not typically analyzed for more information or with purpose. An AI-based text analysis tool was used to undertake the underutilized technique of scoring the comments (sentiment data) to further investigate; the data were incorporated in this instance and highlighted several important categories that students deemed necessary to comment on, including: faculty availability, humor and knowledge, effective group dynamics, and a sense of belonging, among others. Based on the assessments of categories in the student-written feedback, a safe learning environment was achieved.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145342167","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":"A global overview of anatomical science education and its present and future role in biomedical curricula.","authors":"Michael Hortsch, Virginia Claudia Carneiro Girão-Carmona, Ana Caroline Rocha de Melo Leite, Ilias P Nikas, Margaret K Gatumu, Nii Koney-Kwaku Koney, Benjamin Arko-Boham, Doris George Yohannan, Aswathy Maria Oommen, Yan Li, Jian Yang, Alexandra F Trollope, Amanda J Meyer, Sonya E Van Nuland","doi":"10.1002/ase.70137","DOIUrl":"https://doi.org/10.1002/ase.70137","url":null,"abstract":"<p><p>The four main anatomical sciences, gross anatomy, histology, neuroanatomy, and embryology, are fundamental subjects for most health professionals and biomedical students. Usually taught as part of preclinical basic science training, the anatomical sciences provide a structural understanding of human or animal bodies at both macroscopic and microscopic levels. This overview characterizes how the anatomical sciences are currently taught around the globe, highlighting similarities, differences, and recent curricular transformations that were partially in response to the COVID-19 pandemic. Globally, educators of the anatomical sciences navigate similar pressures, including expectations of curricular integration and reduced time for anatomical teaching. Student-centered teaching approaches and e-learning technologies have been adopted across many regions, transforming how educators engage their learners. However, not all educators are provided with technological resources to facilitate such educational advancements, particularly in regions where economic inequality and poor infrastructure hinder access to the internet. Though ethical standards guiding the procurement of human bodies have evolved over time, the sources of human bodies that academic institutions use for anatomy education vary widely. Specific regional issues complicate many aspects of anatomical science education, challenging educators to adopt novel teaching approaches. Despite some differences, every global region appears to be moving in a similar direction. However, where academic institutions fall on that trajectory differs for specific regions/countries. How these educational and technological changes influence anatomy education should be carefully considered for the strengths and weaknesses they provide and the opportunities and threats they bring.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145342246","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 globalization of neuroscience education.","authors":"Ralph F Józefowicz","doi":"10.1002/ase.70143","DOIUrl":"https://doi.org/10.1002/ase.70143","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145306354","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":"Medical students' examinations during the pandemic: Performance and perceptions of anatomy teaching and learning before, during, and after COVID-19 lockdowns.","authors":"Michał Ciucias, Katarzyna Polak-Boroń, Marcelina Łopińska, Jerzy Stanisław Gielecki, Anna Żurada","doi":"10.1002/ase.70136","DOIUrl":"https://doi.org/10.1002/ase.70136","url":null,"abstract":"<p><p>Numerous methods of distance learning were introduced during the COVID-19 pandemic that critically impacted the medical education landscape. This study assessed the anatomy learning performance of first-year medical students in both theoretical and practical examinations before, during, and after COVID-19 lockdowns and surveyed their perceptions and experiences of online anatomy courses. Participants comprised 725 first-year medical students, with 435 from the Polish Division (PD) and 290 from the English Division (ED), and were initially organized into four cohorts according to the anatomy course completion year: 2019, 2020, 2021, and 2022. Looking into educators' and students' teaching and learning experiences during the pandemic, a major performance reduction was observed among students learning online, which lasted throughout the academic year following the resumption of in-person classes. The practical aspects of online examinations using digital images showed the most pronounced reduction in performance, whereas the change in theoretical examination scores was less marked. The shift to online learning exposed underlying curriculum shortcomings that persisted even after the return to in-person classes, highlighting the need for comprehensive curricular revisions to sustain improvements in anatomy education. This study contributes to the ongoing discussion on constantly improving the efficacy and quality of teaching and learning anatomy in the ever-changing medical education landscape.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145306378","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":"Comparative study on the effectiveness of silicone and polyester-plastinated bovine brains for face-to-face and online neuroanatomy education.","authors":"Hasen Awel Yunus, Barış Batur, Caner Bakici, Okan Ekim, Ahmet Çakir, Selçuk Tunali","doi":"10.1002/ase.70131","DOIUrl":"https://doi.org/10.1002/ase.70131","url":null,"abstract":"<p><p>Anatomy is regarded as one of the most essential and challenging courses in veterinary medicine. The study evaluated the student perceptions of silicone and polyester-plastinated cattle brains in both face-to-face and online neuroanatomy education. A total of six cattle heads were collected from a slaughterhouse, processed using four plastination steps. These specimens were evaluated by 240 first-year veterinary students (from 248 enrolled), with 108 participating in face-to-face evaluation and 132 completing online evaluations of the specimens. The online survey for the assessments revealed that 75.9% of face-to-face participants strongly agreed that anatomical structures were well represented in silicone-plastinated whole brains (mean score: 4.7, SD: 0.6). Sliced silicone plastinates achieved 71.3% agreement on providing enhanced contrast between gray and white matter (mean score: 4.57, SD: 0.8). Polyester plastinates also demonstrated high clarity, with 62% of face-to-face respondents strongly agreeing on their improved differentiation of gray and white matter (mean score: 4.38, SD: 0.95). Students appreciated the odorless, durable, and nontoxic nature of plastinated specimens. Limitations included reduced tactile resemblance (mean score: 2.19) and natural color fidelity (mean score: 2.74). Despite these drawbacks, 69.4% of face-to-face students strongly supported incorporating plastinated specimens alongside cadaveric materials in anatomy courses. Plastinated cattle brain specimens demonstrated excellent anatomical detail and usability, making them valuable resources for anatomy education. The findings support their use in both face-to-face and online teaching environments as preferred alternatives or complements to traditional formalin-preserved specimens.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145290410","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":"An update on the standardized reporting of information on human cadaver and body donor utilization in prominent clinical journals in different fields between 2020 and 2024.","authors":"Latif Saglam, Ali Ozan Oztarhan, Mehmet Guven Gunver, Ozcan Gayretli, Aysin Kale, Osman Coskun","doi":"10.1002/ase.70139","DOIUrl":"https://doi.org/10.1002/ase.70139","url":null,"abstract":"<p><p>Standardized reporting around the use of human cadavers or body donors, including the documentation of ethical considerations, has been a subject of recent debate. In this context, this study aimed to investigate changes over time in the reporting of ethical parameters in leading clinical journals representing various disciplines. All articles involving human cadavers and body donors studies published in Clinical Orthopedics and Related Research, Journal of Neurosurgery, and Plastic and Reconstructive Surgery between January 2020 and December 2024 were analyzed. Each article was assessed according to the ethical parameters for human cadavers and body donors, as reported and suggested by prior research. The extent to which the articles provided information on biological characteristics, preservation method(s), source, and ethical/legal permissions was recorded. From the assessed articles, 41.5% of the publications included information on age and sex. The vast majority reported the tissue preservation method (78.5%), while the source of the specimens was omitted in 57% of the articles. Information on informed consent of donors appeared in 24% of the articles, with ethical approval mentioned in 32%. Only 10.5% of the articles acknowledged the cadavers or body donors and their families with gratitude. The results indicate a lack of consistent reporting of ethical parameters. The findings suggest that current publications do not adequately meet previously recommended parameters for reporting research utilizing deceased persons, highlighting the need for clearer journal policies and consistent enforcement to ensure transparency, scientific rigor, and respect for donors.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145290464","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":"Click to consent? Ethical and legal reflections on the use of electronic informed consent for whole-body donation, with Türkiye as a case study.","authors":"Pelin Çavdar Lokumcu, İlke Ali Gürses","doi":"10.1002/ase.70135","DOIUrl":"https://doi.org/10.1002/ase.70135","url":null,"abstract":"<p><p>The adoption of electronic informed consent (eIC) in health systems is expanding globally, yet its application in whole-body donation remains limited and underexplored. This article examines the ethical and legal dimensions of adopting eIC for body donation, with Türkiye serving as a case study. We discuss the potential benefits of eIC, including broader donor reach, improved comprehension of consent content, flexible and personalized decision-making, and increased transparency through stakeholder engagement. Conversely, key concerns such as the digital divide, security vulnerabilities, and lack of institutional and legislative readiness are also addressed. Special attention is given to the needs of elderly donors, the dominant demographic in body donation, and donors with disabilities, and the importance of inclusive practices that do not exacerbate existing inequalities. While eIC could strengthen ethical principles like autonomy and beneficence, it also raises questions regarding justice and non-maleficence. Without clear regulatory frameworks and institutional commitment, premature implementation may undermine trust. Although Türkiye presents unique regulatory and cultural challenges, these issues are broadly relevant to donation systems worldwide. Therefore, a cautious, hybrid model that combines digital accessibility with traditional consent pathways, supported by legal and ethical oversight, is recommended.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145278475","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":"Verbatim theater: A transformative approach for bringing research to life.","authors":"Janeane Dart, Gabrielle Brand","doi":"10.1002/ase.70123","DOIUrl":"https://doi.org/10.1002/ase.70123","url":null,"abstract":"<p><p>Traditional methods of research translation within the scientific and health professions community are typically quite narrow, often focusing on written textual outputs and conference presentations. Considering translation approaches for our research findings and 'who' and 'what' we are trying to influence is worthy of alternative approaches perhaps. We share an example of bringing research findings to life via a verbatim theater. Verbatim theater uses the exact words provided in interviews and is directly informed and constructed from people's lived experience and narratives. This article draws from the first author's doctoral study exploring professionalism and sociocultural factors in dietetic education. This included a large qualitative data set following interviews with n = 100 participants. We have shared our reflexivity in decision making around approaching translating research in this creative and more embodied way, highlighting key strengths, experiences and limitations of developing a verbatim theater and included an excerpt of the theater and the script. We have provided practical recommendations for qualitative researchers who are interested in considering more innovative arts-based approaches to research translation. We encourage researchers to be more creative in considering more embodied ways of research translation.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145278429","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":"Engagement and cognitive load of upper-year medical trainees during mixed reality-enhanced dissection.","authors":"Geoffroy P J C Noel, Isabella Xiao, Maher Chaouachi, Alexandru Ilie, Jeremy O'Brien, Sean C McWatt","doi":"10.1002/ase.70126","DOIUrl":"https://doi.org/10.1002/ase.70126","url":null,"abstract":"<p><p>Mixed reality (MR) offers a way to visualize and manipulate complex digital objects in three dimensions, which is particularly beneficial for human anatomy. However, implementing MR effectively requires a deep understanding of its effects on cognitive processes. The purpose of this study was to evaluate cognitive markers of students' engagement and cognitive load while they used MR technology to overlay donor-specific diagnostic imaging onto the corresponding body donors in a fourth-year medical elective course. During two separate dissection sessions, each participant (n = 12) used the imaging on (1) a head-mounted Microsoft HoloLens and (2) an Apple iPad to examine the underlying anatomy of their body donor before beginning dissection. During each activity, participants wore portable five-lead electroencephalographic (EEG) devices to collect cognitive processing data. Separate indexes were calculated from those data to quantify engagement (engagement index; EI) and cognitive load (theta-alpha ratio; TAR), which were compared between HoloLens and iPad usage. Mean EI calculated from EEG data collected while using the HoloLens (0.499 ± 0.038) was significantly higher than the mean EI while using an iPad (0.297 ± 0.037; p = 0.002). Conversely, the mean TAR calculated from EEG data collected while using the HoloLens (1.508 ± 0.047) was significantly lower than that collected while using an iPad (1.813 ± 0.071; p = 0.012). These results indicate that the use of HoloLens to superimpose radiographic images onto a human body donor during dissection is significantly more engaging and requires less cognitive effort than the same task on an iPad.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145278483","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":"Uncovering the benefits of a multimodal intervention centered around plastinates in initial anatomy education via thematic analysis of personal reflections of medical students.","authors":"Athan Jia Jun Hong, Joel Heng Yi Tan, Jun Wen Tan, Dimpy Gupta, Sreenivasulu Reddy Mogali","doi":"10.1002/ase.70128","DOIUrl":"https://doi.org/10.1002/ase.70128","url":null,"abstract":"<p><p>Plastinates have been gaining popularity as alternatives to standard formalin-fixed donated human bodies in anatomy education; however, their role in facilitating the learning of important emotional and professional lessons has remained understudied. This report explores the emotional and professional impact of medical students' initial engagement with plastinates following a novel, multimodal intervention. A four-phase framework, including a structured lesson, pledge, discussion, and reflective practice, underpins the intervention, which was delivered prior to the first anatomy lesson. It involved an overview of the anatomy program, an introduction to the history of anatomy, and an introduction to the human plastinates (whole bodies, body parts, and organs). Students then took the Anatomy Pledge, a commitment to learning with integrity and treating the donors with respect. Then follows a structured, team-based discussion exploring the ethical implications of body donation, humanistic attitudes, and initial experiences of viewing plastinates. After the learning session, 185 students out of 187 submitted personal reflections generated using Driscoll's model of reflection framework. Initially, 25 reflections were randomly selected for inductive thematic analysis. A two-reflection stopping criterion was set where, if no new themes were found after two reflections, no more were analyzed. Saturation was reached after analyzing 27 reflections. Five overarching themes were discovered relating to students' insights on Navigating Faith, Culture and Ethics, Humanistic Learning in Anatomy Education, Personal Growth, Professional Development, and Reflections on Plastinates. Findings demonstrate the potential value of a multimodal intervention centered around plastinates for fostering professional development and generating personal reflection in medical students.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145278465","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}