Anatomical Sciences Education最新文献

Enhancing anatomical education: Developing and evaluating ultrasound training for anatomists. 加强解剖学教育：发展和评估解剖学家的超声培训。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-10 DOI: 10.1002/ase.70093

Siphelele Khanyile, Johanna Maria de Lange, Daniël J van Hoving, Karin Baatjes, Heinri Zaayman, Janine C Correia

{"title":"Enhancing anatomical education: Developing and evaluating ultrasound training for anatomists.","authors":"Siphelele Khanyile, Johanna Maria de Lange, Daniël J van Hoving, Karin Baatjes, Heinri Zaayman, Janine C Correia","doi":"10.1002/ase.70093","DOIUrl":"https://doi.org/10.1002/ase.70093","url":null,"abstract":"Ultrasound is a useful diagnostic tool that can yield significant diagnostic data, but its optimized usage necessitates operators who are trained and experienced. Integrating ultrasound into anatomy education has been demonstrated to significantly enhance medical and health science students' understanding of living anatomy by providing real-time, dynamic visualizations of anatomical structures. This study aimed to develop, implement, and evaluate a comprehensive program for anatomists, with a focus on enhancing training in ultrasound techniques and fostering motivation to integrate ultrasound into their teaching methodologies for effective anatomical instruction. This qualitative case study was conducted with thirteen lecturers and MSc Anatomy students at the Division of Clinical Anatomy, Stellenbosch University, after obtaining written informed consent prior to participation. The study employed a convenient sampling strategy, ensuring that all participants were willing and interested in the ultrasound training session. Participants received preparatory videos before engaging in practical training. The session involved a brief theoretical introduction followed by 90 min of hands-on practice, where participants scanned anatomical structures under guidance. Out of the 13 participants, ten completed the open-ended questionnaires. Thematic analysis of the data developed two themes. These are described as: (1) Strengths of Ultrasound Training; and (2) Challenges and Strategies for Improvement in Ultrasound Training. The training effectively engaged participants and highlighted areas for improvement to enhance the educational impact. The study was conducted at a single institutional setting, and as a result, the findings may have limited transferability to other institutions with different teaching methods and resources.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144606930","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

Exploring the relationship between entertainment and education in anatomy public engagement: A qualitative examination of anatomists' perspectives. 探索解剖学公众参与中娱乐与教育之间的关系：解剖学家视角的定性检验。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-09 DOI: 10.1002/ase.70092

Lucas D Wilmshurst, Lauren Clunie, Kieron Brand, Chandini Parsan Chand, Kat A Sanders

{"title":"Exploring the relationship between entertainment and education in anatomy public engagement: A qualitative examination of anatomists' perspectives.","authors":"Lucas D Wilmshurst, Lauren Clunie, Kieron Brand, Chandini Parsan Chand, Kat A Sanders","doi":"10.1002/ase.70092","DOIUrl":"https://doi.org/10.1002/ase.70092","url":null,"abstract":"Entertainment is deeply rooted in education, from wise-cracking teachers to health documentaries. In the context of anatomy, this already complex relationship is entwined with deeply significant ethical considerations, often related to the field's reliance on human tissue, yet it remains unexplored. This study aimed to understand anatomists' perceptions of the role of entertainment in anatomy public engagement. Semi-structured interviews were conducted with seven anatomists with strong public engagement profiles, and thematic analysis was conducted on the transcripts. There was variability between participants as to what \"entertainment\" means and its link to education, though a range of ways educators can be entertaining, including narratives, personal relevance, and games, were identified. There were also two perceived impacts of entertainment on audiences identified: impact on education (to aid or impede learning) and impact on engagement including initial engagement, engagement throughout, and ongoing engagement. This study found that anatomists are keenly aware of the historical and anatomical context of their public engagement, with some hesitancy to even use the term \"entertainment\" due to misconceptions that it is inherently hedonistic and thus disrespectful. This study highlights the complex and context-dependent nature of the relationship between entertainment and education in anatomy public engagement, emphasizing the need for anatomists to carefully consider the types and impacts of entertainment they employ to effectively engage and educate public audiences while respecting the discipline's unique ethical considerations. More research is needed to clarify this relationship between education and entertainment from the audience's perspective.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598975","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

Exploring response process validity of uncertainty tolerance scales implemented among health professions students. 探讨不确定度容忍量表在卫生专业学生中的反应过程效度。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-07 DOI: 10.1002/ase.70083

Jennifer L Eastwood, Melanie K Farlie, Adam B Wilson, Michelle D Lazarus, Bradley Hunt, Georgina C Stephens

{"title":"Exploring response process validity of uncertainty tolerance scales implemented among health professions students.","authors":"Jennifer L Eastwood, Melanie K Farlie, Adam B Wilson, Michelle D Lazarus, Bradley Hunt, Georgina C Stephens","doi":"10.1002/ase.70083","DOIUrl":"https://doi.org/10.1002/ase.70083","url":null,"abstract":"Uncertainty tolerance (UT) describes how individuals perceive and respond to uncertainty. Quantitative UT scales developed with physicians have been widely used in the health professions literature; however, recent studies have raised questions about their validity when implemented among students. This study explored response process validity of two commonly implemented UT scales, the Physician's Reactions to Uncertainty (PRU1995) and Tolerance for Ambiguity (TFA) scales, addressing the research question: How do health professions students conceptualize uncertainty tolerance in scale items, and what features of the scales (e.g., clarity, context, or relatability of items) influence their conceptualizations? Cognitive interviewing captured the thought processes of Australian (11) and US (22) health professions students while responding to PRU1995 or TFA items. Interviews were analyzed using a team-based approach to framework analysis. The study found that students conceptualized items in ways that were specific to the student role and context and struggled to relate to clinically contextualized scale items. Factors that moderated students' responses were identified, including limited responsibility for patient outcomes, self-reflection, and goals related to academic success. Having identified student-specific conceptualizations of the UT construct as well as issues of item relatability, context, and clarity, we caution against using the PRU1995 or TFA scales among health professions students. This work has potential for informing UT measurement in research and education and advancing theoretical models of UT in health professions students.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144582721","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

Body donation under Italy's recent legal reforms: A cross-sectional study of attitudes, beliefs, and educational gaps among medical students and faculty. 意大利近期法律改革下的遗体捐赠：对医学生和教师的态度、信仰和教育差距的横断面研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-06 DOI: 10.1002/ase.70084

Mariangela V Puci, Maria A Sotgiu, Narcisa Muresu, Laura Saderi, Veronica Moretti, Stefano Ratti, Andrea F Piana, Andrea Montella, Giovanni Sotgiu

{"title":"Body donation under Italy's recent legal reforms: A cross-sectional study of attitudes, beliefs, and educational gaps among medical students and faculty.","authors":"Mariangela V Puci, Maria A Sotgiu, Narcisa Muresu, Laura Saderi, Veronica Moretti, Stefano Ratti, Andrea F Piana, Andrea Montella, Giovanni Sotgiu","doi":"10.1002/ase.70084","DOIUrl":"https://doi.org/10.1002/ase.70084","url":null,"abstract":"Postmortem body donation (BD) plays a central role in medical education and scientific research. Sociocultural, religious, and legal factors can influence attitudes toward BD. In Italy, BD programs are in early development, and recent legislation (Law 10/2020) regulating body donation came into effect in 2021. Although international surveys have explored attitudes toward BD, data specific to the Italian context remain limited. This study provides initial insights into attitudes and willingness to donate among medical academics and students at an Italian university. A cross-sectional study was conducted between February and March 2023 using an online questionnaire. The survey collected data on attitudes, dissection experience, sociodemographic, and academic background. A multivariate logistic regression model was implemented to evaluate factors associated with willingness to donate. Of the 2273 individuals invited, 434 completed the questionnaire (19.4% response rate, 70% female, 88% students). Overall, 72.8% were willing to donate. Knowing organ donors was associated with higher willingness, whereas religious beliefs were negatively associated. Only 32% of participants were aware of the national law regulating BD. This study highlights the predominance of positive attitudes toward BD within a healthcare-oriented academic population and the significant influence of religion and personal experience. The limited awareness of Law 10/2020 underscores the need for targeted educational efforts, even within expert communities. These findings support future initiatives aimed at improving awareness, shaping national policy, and contributing to the global discourse on ethical and practical aspects of body donation.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144574556","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

Meta²: A meta-analysis and psychometric evaluation of the Metacognitive Awareness Inventory (MAI) in the context of health professions education. Meta2：卫生专业教育背景下元认知意识量表（MAI）的meta分析和心理测量学评价。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-04 DOI: 10.1002/ase.70085

Andrew S Cale, Elizabeth R Agosto, Brenda Kucha Anak Ganeng, Megan E Kruskie, Margaret A McNulty, Kyle A Robertson, Cecelia J Vetter, Sabrina C Woods, Md Nazmul Karim, Adam B Wilson

{"title":"Meta2: A meta-analysis and psychometric evaluation of the Metacognitive Awareness Inventory (MAI) in the context of health professions education.","authors":"Andrew S Cale, Elizabeth R Agosto, Brenda Kucha Anak Ganeng, Megan E Kruskie, Margaret A McNulty, Kyle A Robertson, Cecelia J Vetter, Sabrina C Woods, Md Nazmul Karim, Adam B Wilson","doi":"10.1002/ase.70085","DOIUrl":"https://doi.org/10.1002/ase.70085","url":null,"abstract":"To keep pace with medicine's unpredictable changes, medical trainees must learn to accurately monitor and evaluate themselves via metacognition (i.e., thinking about thinking). The Metacognitive Awareness Inventory (MAI) can assess and guide the metacognitive development of trainees. This study summarizes existing psychometric evidence and meta-analyzes the internal consistency of the MAI across studies involving health professions education. In 2023, a literature search was performed across six databases for records that met predefined inclusion criteria. After two rounds of screening, MAI validity and reliability data were extracted from the eligible studies for analysis. Validity evidence for the dichotomous, five-point Likert, and sliding analog versions of the MAI were rated and analyzed according to \"test content,\" \"response processes,\" \"internal structure,\" \"relations to other variables,\" and \"consequences of testing.\" The internal consistency range (min-max) of the MAI was estimated using random-effects, restricted maximum likelihood (REML) meta-analysis. Among the 1966 records screened, 23 studies met the inclusion criteria. The five-point Likert version of the MAI was the most supported, with validity evidence in the \"test content,\" \"internal structure,\" and \"relations to other variables\" categories. None of the MAI versions presented evidence related to \"response processes\" or \"consequences of testing.\" The lowest aggregated internal consistency was estimated to be 0.805 and the highest as 0.844, suggesting very good reliability. The five-point Likert scale version of the MAI is most supported for use in health professions education, though validation efforts should continue to address all five sources of validity.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144564188","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 : 2025-07-02 DOI: 10.1002/ase.2449

引用次数: 0

Anatomical Sciences Education Vol. 18, Issue 7, 2025 Cover Image 解剖科学教育卷18，第7期，2025年封面图像

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-02 DOI: 10.1002/ase.70097

引用次数: 0

Opening the black box of psychometrics. 打开心理测量的黑盒子。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-02 DOI: 10.1002/ase.70091

Jonathan J Wisco, Jason Organ

引用次数: 0

A randomized controlled study on medical students learning anatomy through hands-on ultrasound. 医学生通过超声波学习解剖学的随机对照研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-02 DOI: 10.1002/ase.70078

Micah Grubert Van Iderstine, Jacob Jensen, Tomislav Jelic, Terry Y Li

{"title":"A randomized controlled study on medical students learning anatomy through hands-on ultrasound.","authors":"Micah Grubert Van Iderstine, Jacob Jensen, Tomislav Jelic, Terry Y Li","doi":"10.1002/ase.70078","DOIUrl":"https://doi.org/10.1002/ase.70078","url":null,"abstract":"Anatomy education in the undergraduate medical curriculum faces many competing interests, including the increasing demand for ultrasound learning. Instead of being treated as a separate subject, ultrasound can offer a unique lens to visualize anatomy without using cadaveric materials. This study used a randomized controlled design to compare learning with hands-on ultrasound to learning on cadavers. Forty preclinical medical students were randomized to an experimental group or a control group. Both groups attended a session covering structures in the neck, upper limb, and abdomen. The experimental group learned using hands-on ultrasound imaging, while the control group was taught on a dissected cadaver. Participants completed multiple-choice tests on anatomical relationships and structure identification at four time points: presession, post-session, 1-week follow-up, and 1-month follow-up. There was no statistical difference between test scores of the two groups. The post-session average score (54% for cadaver group, 57% for ultrasound group) more than doubled the presession average score (20% for cadaver group, 25% for ultrasound group) (p < 0.001). One-week follow-up and 1-month follow-up scores (40%-44%) significantly decreased from immediate post-session for both groups. Eighteen of the 20 ultrasound-facilitated participants felt more confident operating an ultrasound device compared to before the session. Three quarters of all participants agreed hands-on ultrasound should be part of their anatomy education. This study shows hands-on ultrasound imaging can effectively substitute cadaver-based learning of certain anatomy topics at the introductory level. Ultrasound integration highlights the clinical relevance of anatomy and provides an innovative tool for anatomical education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144551496","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 simulation paradox: Does perfecting virtual anatomy risk imperfecting professional empathy? 模拟悖论：完善虚拟解剖是否会带来职业同理心缺失的风险？

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-30 DOI: 10.1002/ase.70088

Yanyi Wu

{"title":"The simulation paradox: Does perfecting virtual anatomy risk imperfecting professional empathy?","authors":"Yanyi Wu","doi":"10.1002/ase.70088","DOIUrl":"https://doi.org/10.1002/ase.70088","url":null,"abstract":"The increasing adoption of advanced simulation technologies (virtual reality, augmented reality, sophisticated mannequins) in anatomical science education offers undeniable pedagogical advantages, including safe practice environments and enhanced visualization of complex structures. This article explores the simulation paradox, arguing that the very features enhancing technical mastery-such as control, predictability, cleanliness, and the absence of lasting consequences-may inadvertently impede the cultivation of professional empathy, ethical sensitivity, and the capacity to navigate ambiguity. By potentially sanitizing the profound encounter with the human form and minimizing exposure to the visceral realities, emotional weight, and inherent variability of human biology and mortality, an overreliance on \"perfect\" simulations risks producing practitioners less equipped for the vital affective and interpersonal dimensions of healthcare. Drawing on social science perspectives and educational ethics, this article critiques this potential trade-off and advocates for a balanced approach. It proposes integrating simulation with pedagogical strategies that intentionally foster humanistic competencies, such as hybrid models incorporating tangible experiences, structured reflective practice, explicit humanities integration, and emphasizing the educator's role in modeling empathy. The purpose is to urge critical evaluation of how technology is deployed, ensuring it serves, rather than subverts, the development of holistic, compassionate healthcare professionals.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144525669","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