Anatomical Sciences Education最新文献

"Don't fix the fumes but compromise the learning": Response to the letter by Matthew J. Zdilla: "Sound off: Noise in the gross-anatomy laboratory". “不要修复烟雾，但要损害学习”：对马修·j·兹迪拉来信的回应：“不要出声：解剖实验室里的噪音”。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-15 DOI: 10.1002/ase.70047

Jürgen Russ, Niels Hammer

引用次数: 0

Sound off: Noise in the gross anatomy laboratory. 声音：大体解剖实验室的噪音。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-13 DOI: 10.1002/ase.70048

Matthew J Zdilla

引用次数: 0

Diagnosing the first patient: Integrating histopathology into an undergraduate gross anatomy course. 诊断第一个病人：将组织病理学纳入本科大体解剖学课程。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-13 DOI: 10.1002/ase.70042

Kyle A Robertson, Megan Kruskie, Jessica N Byram

{"title":"Diagnosing the first patient: Integrating histopathology into an undergraduate gross anatomy course.","authors":"Kyle A Robertson, Megan Kruskie, Jessica N Byram","doi":"10.1002/ase.70042","DOIUrl":"https://doi.org/10.1002/ase.70042","url":null,"abstract":"The incorporation of humanism through exploration of pathology in gross anatomy allows students to develop a deeper appreciation of the pathological basis of disease and to explore the impacts of pathology on donors' lives through clinicopathologic correlation of their findings. The purpose of this short communication was to describe and evaluate a pilot intervention that integrated histopathology into an existing humanism thread, First Patient Project (FPP), in an undergraduate, dissection-based gross anatomy course. Five reflections were collected from each student (n = 18 students, 90 reflections) and a post-course questionnaire collected data on student perceptions of the FPP and integrations of histopathology. Content analysis was used to analyze reflection and survey free response data, and descriptive statistics were performed on Likert-style items using Excel. The questionnaire was completed by six students (33%) and five themes comprise the perceived impacts of the integration of histopathology into the FPP: pathology deepens anatomy knowledge, promotes career exploration, novice medical professionals, reflections of donor pathology and lifestyle, and general feedback on histopathology integration. Student reflections demonstrated that the histopathology component of the FPP improved clinical understanding of pathology, helped facilitate feelings of belonging in the medical profession, and allowed them to reflect on their own humanity as well as that of the donors. This ultimately demonstrated that histology and particular histopathology from anatomic donors were feasible and provided an avenue for curricular integration and adding another layer of appreciation of the donors' clinical history.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143953286","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

Comparative analysis of LLMs performance in medical embryology: A cross-platform study of ChatGPT, Claude, Gemini, and Copilot. 法学硕士在医学胚胎学中的表现比较分析：ChatGPT、Claude、Gemini和Copilot的跨平台研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-11 DOI: 10.1002/ase.70044

Olena Bolgova, Paul Ganguly, Volodymyr Mavrych

{"title":"Comparative analysis of LLMs performance in medical embryology: A cross-platform study of ChatGPT, Claude, Gemini, and Copilot.","authors":"Olena Bolgova, Paul Ganguly, Volodymyr Mavrych","doi":"10.1002/ase.70044","DOIUrl":"https://doi.org/10.1002/ase.70044","url":null,"abstract":"Integrating artificial intelligence, particularly large language models (LLMs), into medical education represents a significant new step in how medical knowledge is accessed, processed, and evaluated. The objective of this study was to conduct a comprehensive analysis comparing the performance of advanced LLM chatbots in different topics of medical embryology courses. Two hundred United States Medical Licensing Examination (USMLE)-style multiple-choice questions were selected from the course exam database and distributed across 20 topics. The results of 3 attempts by GPT-4o, Claude, Gemini, Copilot, and GPT-3.5 to answer the assessment items were evaluated. Statistical analyses included intraclass correlation coefficients for reliability, one-way and two-way mixed ANOVAs for performance comparisons, and post hoc analyses. Effect sizes were calculated using Cohen's f and eta-squared (η2). On average, the selected chatbots correctly answered 78.7% ± 15.1% of the questions. GPT-4o and Claude performed best, correctly answering 89.7% and 87.5% of the questions, respectively, without a statistical difference in their performance (p = 0.238). The performance of other chatbots was significantly lower (p < 0.01): Copilot (82.5%), Gemini (74.8%), and GPT-3.5 (59.0%). Test-retest reliability analysis showed good reliability for GPT-4o (ICC = 0.803), Claude (ICC = 0.865), and Gemini (ICC = 0.876), with moderate reliability for Copilot and GPT-3.5. This study suggests that AI models like GPT-4o and Claude show promise for providing tailored embryology instruction, though instructor verification remains essential.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143958634","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

Implementation of plastinated specimens in a Doctor of Physical Therapy human anatomy curriculum. 塑化标本在物理治疗博士人体解剖学课程中的实施。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-11 DOI: 10.1002/ase.70043

Maria J Torres-Palsa, José Dominguez

{"title":"Implementation of plastinated specimens in a Doctor of Physical Therapy human anatomy curriculum.","authors":"Maria J Torres-Palsa, José Dominguez","doi":"10.1002/ase.70043","DOIUrl":"https://doi.org/10.1002/ase.70043","url":null,"abstract":"This descriptive report explores the implementation of the use of plastinated specimens in a Doctor of Physical Therapy human anatomy curriculum as an alternative to traditional body donor dissection. Plastination, a preservation technique developed in the 1970s, creates durable and flexible specimens that retain detailed anatomical features. The use of plastinated specimens offers significant advantages, including ease of handling, enhanced visibility, and reduced maintenance costs. Feedback from physical therapy students highlighted the benefits of combining lectures with hands-on learning, using plastinated specimens to improve understanding of anatomical structures and functions. The inclusion of camera technology during lab sessions further facilitated students in visualizing complex structures, enhancing learning in small group settings. However, limitations were identified by the faculty, such as a diminished sense of discovery and connection to the human donor compared to full-body donor dissections. Despite these challenges, plastinated specimens provide a time-efficient, cost-effective solution that allows for greater flexibility in human anatomy curriculum design and a valuable teaching method in physical therapy education. Further research is needed to explore the long-term educational impact and emotional engagement of physical therapy faculty and students when using plastinated specimens compared to traditional dissection methods.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143958636","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

Instagram Reels improve students' knowledge, motivation, perception, and satisfaction with anatomy and physiology. Instagram卷轴可以提高学生对解剖学和生理学的知识、动力、感知和满意度。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-06 DOI: 10.1002/ase.70039

Mickael Antoine Joseph, Jansirani Natarajan, Omar Al Zaabi, Srinivasa Rao Sirasanagandla

{"title":"Instagram Reels improve students' knowledge, motivation, perception, and satisfaction with anatomy and physiology.","authors":"Mickael Antoine Joseph, Jansirani Natarajan, Omar Al Zaabi, Srinivasa Rao Sirasanagandla","doi":"10.1002/ase.70039","DOIUrl":"https://doi.org/10.1002/ase.70039","url":null,"abstract":"Anatomy and physiology courses are foundational in nursing education but are often perceived as challenging due to heavy content load. Innovative teaching methods, including social media platforms like Instagram Reels, may enhance student engagement and learning. In this quasi-experimental pre-post-test design with a control group, we examined the effectiveness of Instagram Reels in teaching human muscle anatomy to first-semester nursing students. Participants were divided into an experimental group (n = 83) that created and reviewed Instagram Reels on muscle anatomy and a control group (n = 53) that received a didactic lecture. Knowledge acquisition was assessed using faculty-developed multiple-choice tests administered before and after the intervention. Satisfaction, motivation, and perceptions were measured using validated questionnaires. Of the 83 students in the experimental group, 53 completed both a pre-test and post-test, while all 53 students in the control group did so. The experimental group showed a statistically significant increase in knowledge scores from pre-test (M = 55.19 ± 18.11) to post-test (M = 65.47 ± 20.03), t(52) = -3.007, p = 0.004. The control group showed no statistically significant change. The experimental group reported higher satisfaction levels (M = 7.72 ± 1.72) compared to the control group (M = 6.62 ± 2.00), t(134) = 3.411, p = 0.001. High learning motivation and positive perceptions of Instagram Reels were also reported. Male students in the experimental group reported higher satisfaction than female students, χ2(1, N = 83) = 8.64, p = 0.003. Integrating Instagram Reels into anatomy education significantly enhances nursing students' knowledge acquisition and satisfaction levels. Social media platforms with expert supervision can serve as effective educational tools to engage students and improve learning outcomes. Further research should explore gender differences in satisfaction with social media-based learning interventions.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143952444","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

Editorial Board and Table of Contents 编辑委员会和目录

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-05 DOI: 10.1002/ase.2445

引用次数: 0

Anatomical Sciences Education Vol. 18, Issue 5, 2025 Cover Image 解剖科学教育卷18，第5期，2025年封面图像

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-05 DOI: 10.1002/ase.70041

引用次数: 0

Sourcing and utilization of bodies of the deceased for medical education and research: An examination of West African universities. 为医学教育和研究寻找和利用死者尸体：对西非大学的考察。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-05-02 DOI: 10.1002/ase.70038

Oheneba Boadum, John Ahenkorah, Joy Y Balta

{"title":"Sourcing and utilization of bodies of the deceased for medical education and research: An examination of West African universities.","authors":"Oheneba Boadum, John Ahenkorah, Joy Y Balta","doi":"10.1002/ase.70038","DOIUrl":"https://doi.org/10.1002/ase.70038","url":null,"abstract":"Bodies of the deceased are important for training healthcare professionals in anatomy education, research, and clinical skills. While body donation programs exist in many countries around the world, few exist in Africa, likely due to strong religious convictions of the public, socioeconomic factors, and other difficulties. Consequently, many African anatomy programs rely on unclaimed and unidentified bodies, many of which are abandoned in hospitals or mortuaries. This study investigated the different sources of bodies of the deceased and their use in education in West Africa. Fifty-seven institutions in 15 West-African countries were contacted. Of these, 27 institutions (48.2% response rate) from 11 countries (Benin, Burkina Faso, Cape Verde, Gambia, Ghana, Ivory Coast, Mali, Mauritania, Niger, Nigeria, and Senegal) responded. Information around body management and utilization for public engagement, high school tours, imaging, and research was also explored. Only two institutions in Ghana had body donation programs. Sixty-three percent of bodies were from unclaimed and unidentified sources, with 69% of unclaimed bodies coming from health facilities. The bodies of executed persons were used for anatomical purposes only in Nigeria. Given the reliance on unclaimed bodies, these findings highlight the need for efforts to build body donation programs. Efforts to identify deceased persons through outreach services should be pursued, alongside legislation permitting their use. Engaging religious, cultural, and social leaders is essential to improve awareness of body donation. This study presents the first attempt to capture a comprehensive set of data on body procurement in anatomy from several nations in West Africa.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143957672","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

Linguistic equity: Anatomy educators and inclusive language. 语言公平：解剖学、教育家和包容性语言。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-04-28 DOI: 10.1002/ase.70036

Melissa A Carroll, Kelly M Harrell

{"title":"Linguistic equity: Anatomy educators and inclusive language.","authors":"Melissa A Carroll, Kelly M Harrell","doi":"10.1002/ase.70036","DOIUrl":"https://doi.org/10.1002/ase.70036","url":null,"abstract":"Incorporating inclusive language in healthcare education allows learners to develop holistic communication skills. Adhering to principles of linguistic equity in healthcare, specific to sex- and gender-inclusive language (SGIL), creates a safe environment for all participants. Anatomy education introduces students to a standard, consistent language used in healthcare. This report presents data from the 2022 Experimental Biology conference roundtable discussion regarding the use of SGIL in anatomy education. Most of the respondents had defined sex (i.e. male/female; 83%) and gender (i.e. man/woman; 66.7%) for their learners since 2018 (67.4%). Most often, sex- and gender-diverse (SGD) topics are discussed during the pelvis, perineum, and reproduction content (50%). While teaching teams and departments have made attempts, most believe the current use of SGIL is inconsistent (66.7%). Although there is no consensus on best practice, a few recommendations emerged, including (1) early integration of linguistic equity, (2) patient-centered educational interventions, and (3) multi-level discussions. These data and recommendations should be treated as a pilot for future research. Future studies should investigate anatomy educators' use of SGIL, including modality, context, bias, time, duration, and integration of SGD topics, students' response, perspective, and implementation in clinical practice.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143957548","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