Anatomical Sciences Education最新文献_第10页

Next generation open access visualization of neuroanatomy through 3D modeling and 3D printing 通过3D建模和3D打印实现神经解剖学的下一代开放访问可视化。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-05 Epub Date: 2026-05-16 DOI: 10.1002/ase.70258

James P. Lister, Andrew Cale, Zach D. Stetter, Jamie E. Cronin, Steven R. Summers, Jennifer M. Stratford, Paul G. McMenamin, Maureen E. Stabio

{"title":"Next generation open access visualization of neuroanatomy through 3D modeling and 3D printing","authors":"James P. Lister, Andrew Cale, Zach D. Stetter, Jamie E. Cronin, Steven R. Summers, Jennifer M. Stratford, Paul G. McMenamin, Maureen E. Stabio","doi":"10.1002/ase.70258","DOIUrl":"10.1002/ase.70258","url":null,"abstract":"Three-dimensional (3D) printing technology has transformed anatomy education by enabling students to visualize complex spatial relationships through interactive tactile learning. This technology is particularly valuable for neuroanatomy education, widely regarded as one of the most spatially challenging subjects in health professions curricula where form-function relationships are far less intuitive than other systems. Traditionally, neuroanatomy education has relied on intact donor brains for dissection and commercial neuroanatomical models. However, many institutions lack access to body donor programs that provide whole human brains, and vendor-supplied plastic models can be prohibitively expensive for some institutions. 3D printing addresses both challenges by enabling educators to create accurate, customized neuroanatomical models at a fraction of commercial costs. Despite this significant potential, implementation of 3D-printed models in neuroanatomy curricula remains limited. Anatomy educators face substantial barriers when adopting 3D printing technologies, including sourcing ethically appropriate digital data, selecting suitable printing equipment, choosing the best printing medium (e.g., plastic vs. resin), and effectively integrating these learning aids into existing curricula. To address these challenges, this discursive article provides comprehensive guidance on 3D printing for neuroanatomy education. We examine the pedagogical motivations and methodologies for creating 3D-printed brain models, and we evaluate 3D printing options across multiple domains: cost-effectiveness, required technical expertise, material properties, software accessibility, and model complexity. Through this analysis, we aim to enhance accessibility and knowledge of 3D printing technologies, ultimately supporting broader adoption of this powerful educational tool among anatomy educators.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1333-1349"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147947176","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

Effect of choice of instruction language on anatomy learning outcomes 教学语言选择对解剖学学习效果的影响。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-05 Epub Date: 2026-05-14 DOI: 10.1002/ase.70246

Malak A. Alghamdi, Juman Mahmoud Almasaad, Mohamed Eldigire Ahmed, Reem Busaeed

{"title":"Effect of choice of instruction language on anatomy learning outcomes","authors":"Malak A. Alghamdi, Juman Mahmoud Almasaad, Mohamed Eldigire Ahmed, Reem Busaeed","doi":"10.1002/ase.70246","DOIUrl":"10.1002/ase.70246","url":null,"abstract":"The choice of instructional language in medical education continues to be debated across non-English-speaking nations. In Saudi Arabia, medical schools use English as the medium of instruction, which may challenge students who previously studied in Arabic-medium schools. This study investigated the effect of the medium of instruction on anatomy learning outcomes among medical students. An experimental post-test-only control group design was implemented among 184 third-year medical students (first preclinical year) at King Saud bin Abdulaziz University for Health Sciences. Students were randomly assigned to attend three anatomy lectures, delivered either in English or in mixed English–Arabic. Learning outcomes were assessed through standardized multiple-choice post-tests. Data were analyzed using independent t-tests with a significance level of 0.05. Overall, students taught in English-only and mixed English–Arabic performed comparably across all lectures (p > 0.05). Gender-stratified analysis revealed a slight difference: female students scored significantly higher in English-only instruction for the first lecture, while male students achieved better scores in the mixed approach in the second lecture. Interestingly, more students in the mixed group reported minor comprehension challenges, though not statistically significant. Instructional language did not significantly affect anatomy learning outcomes among third-year medical students. These findings suggest that once adequate English proficiency is achieved, English-medium instruction does not hinder academic performance. However, a flexible approach that integrates Arabic, when necessary, especially in early preclinical years, may improve cognitive load and conceptual understanding. These findings contribute to the ongoing global dialogue on how language policy intersects with learning efficacy in medical education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1248-1257"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147924975","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 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-05 DOI: 10.1002/ase.70325

引用次数: 0

Performance of multimodal large language models on image-based surgical anatomy, anatomical pathology, and radiology questions 多模态大型语言模型在基于图像的外科解剖、解剖病理学和放射学问题上的表现。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-05 Epub Date: 2026-05-13 DOI: 10.1002/ase.70256

Ming Lu, Josiah Cheng, Vinod Gopalan

{"title":"Performance of multimodal large language models on image-based surgical anatomy, anatomical pathology, and radiology questions","authors":"Ming Lu, Josiah Cheng, Vinod Gopalan","doi":"10.1002/ase.70256","DOIUrl":"10.1002/ase.70256","url":null,"abstract":"Multimodal large language models (LLMs) are now deeply integrated into medical education and widely used by medical students, yet it remains unclear whether current models possess the accuracy and reliability needed to support image-based learning. We evaluated four state-of-the-art multimodal LLMs (ChatGPT-5.1, Gemini-2.5, Grok-4, Claude Sonnet-4.5) on 208 image-based examination questions from a Doctor of Medicine program, spanning anatomical pathology (histopathology; 47.6%), radiology (31.7%), and surgical anatomy (20.7%). To isolate visual reasoning, all items were presented in image-only form with contextual information removed. Items covered seven organ systems, included both constructed-response and selected-response formats, and were categorized as recognition-only or recognition-plus-reasoning. ChatGPT-5.1 achieved the highest accuracy (75.5%; 95% CI [69.2–80.8]), followed by Gemini-2.5 (59.6%; 95% CI [52.8–66.1]), Claude Sonnet-4.5 (41.8%; 95% CI [35.3–48.6]), and Grok-4 (34.6%; 95% CI [28.5–41.3]). Overall model performance differed significantly (p < 0.001; Cramér's V = 0.45). Pairwise McNemar comparisons showed significant differences between ChatGPT-5.1 and all other models (all p < 0.001; effect sizes 15.9–40.9 percentage points). Subgroup analyses demonstrated a consistent hierarchy (ChatGPT > Gemini > Claude ≈ Grok) across different categories. Accuracy was uniformly higher for recognition-only and selected-response items. Even the best-performing model, ChatGPT-5.1, answered approximately one in four questions incorrectly. These findings suggest that current multimodal LLMs cannot yet replace expert teaching in image-based learning. Their use in medical education should therefore remain supervised and critically appraised, serving as adjuncts rather than authoritative sources.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1288-1299"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440719/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925019","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}

引用次数: 0

Measuring health professional students' willingness to use AI chatbots in learning: A fuzzy-set qualitative comparative analysis 衡量健康专业学生在学习中使用AI聊天机器人的意愿：一种模糊集定性比较分析。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-05 Epub Date: 2026-05-13 DOI: 10.1002/ase.70260

Ting Sun, Ailin Zhang, Yuqing Cheng, Keying Tang, Fang Xue

{"title":"Measuring health professional students' willingness to use AI chatbots in learning: A fuzzy-set qualitative comparative analysis","authors":"Ting Sun, Ailin Zhang, Yuqing Cheng, Keying Tang, Fang Xue","doi":"10.1002/ase.70260","DOIUrl":"10.1002/ase.70260","url":null,"abstract":"Artificial intelligence (AI)-driven chatbots showed great potential in medical education. However, users' willingness to adopt them varied considerably, hindering their broader implementation. This study aimed to identify the combinations of factors influencing health professional students' use of AI chatbots in learning and to determine the pathways leading to a high willingness to adopt them. Fuzzy-set qualitative comparative analysis (fsQCA) was employed to examine configurations of factors influencing health professional students' high willingness to use AI chatbots, including performance expectancy, effort expectancy, and social influence. Four configurational pathways leading to high chatbot usage intention were identified: (1) Performance expectancy–Effort expectancy–Hedonistic motivation; (2) Performance expectancy–Facilitating conditions–Hedonistic motivation–Higher training levels; (3) Social influence–Facilitating conditions–Hedonistic motivation–Higher training levels; (4) Effort expectancy–Social influence–Hedonistic motivation–Lower training levels–female. The overall solution consistency was 0.94, with a coverage of 0.76, indicating that high usage intention was not attributable to a single factor but emerged from the joint effects of multiple conditions. Notably, hedonistic motivation emerged as a core condition across all four pathways, underscoring its central role in promoting chatbot usage intention. The findings suggested that intervention strategies should account for multiple pathways leading to the intention to use AI chatbots.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1300-1310"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925022","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

Anatomical Sciences Education Vol. 19, Issue 8, 2026 Cover Image 解剖科学教育卷19，第8期，2026封面图像

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-05 DOI: 10.1002/ase.70324

引用次数: 0

Impacts of body donor non-anonymization on students' educational and humanistic development: A systematic review 捐献器官非匿名化对学生教育和人文发展的影响：系统回顾。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-05 Epub Date: 2026-05-04 DOI: 10.1002/ase.70248

Rodrigo Muscogliati, Eduardo Muscogliati, Weronika Nocun, Kat A. Sanders, Lauren Clunie, Paul J. McKeegan

{"title":"Impacts of body donor non-anonymization on students' educational and humanistic development: A systematic review","authors":"Rodrigo Muscogliati, Eduardo Muscogliati, Weronika Nocun, Kat A. Sanders, Lauren Clunie, Paul J. McKeegan","doi":"10.1002/ase.70248","DOIUrl":"10.1002/ase.70248","url":null,"abstract":"A recent trend in healthcare education has been the increasing emphasis on the development of humanism and empathy in students. Within anatomy education, some institutions have implemented curricular innovations such as donor non-anonymization to facilitate this development. This systematic review aims to evaluate the existing literature on donor non-anonymization, with a particular focus on its potential humanistic and educational impacts on students. A comprehensive search was conducted across eight databases on the 27th of June 2024, yielding 3516 studies after duplicate removal. Following a two-stage screening process and independent review, 11 studies met inclusion criteria. These were assessed for quality using the Medical Education Research Study Quality Instrument and the Critical Appraisal Skills Programme Qualitative Checklist. Given the qualitative nature of the data, a thematic analysis was conducted, identifying three overarching themes: students' emotional responses, reciprocity to the community and empathy, and the impact of non-anonymization on learning. Of the included studies, nine were deemed high quality, one medium, and one low quality and were weighed accordingly during analysis. Overall, non-anonymization was associated with positive outcomes, including greater emotional engagement, enhanced empathy, and deeper motivation to learn. Optional participation in non-anonymization anatomy programs appeared beneficial for accommodating varied emotional responses among students. However, due to limitations of included studies and potential cultural variability, findings should be interpreted with caution. Further longitudinal research is needed to better understand the long-term educational and professional impacts of donor non-anonymization in anatomy education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1311-1332"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147808988","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}

引用次数: 0

Analysis of anxiety levels and perceived satisfaction after a first encounter with human body prosection among nursing undergraduates based on their self-perceived presession nervousness: An observational study 基于自我感知的压力紧张对护理本科生首次接触人体检出后焦虑水平和感知满意度的观察研究。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-05 Epub Date: 2026-05-19 DOI: 10.1002/ase.70245

Mónica Grande-Alonso, María Teresa García-de Juan, Irene Méndez-Mesón, Soledad Aguado-Henche, Rafael Ramírez-Carracedo, Roberto Fernández-Baillo, Mauricio Hernández-Fernández, Alba Sebastián-Martín, Rafael Moreno-Gómez-Toledano

{"title":"Analysis of anxiety levels and perceived satisfaction after a first encounter with human body prosection among nursing undergraduates based on their self-perceived presession nervousness: An observational study","authors":"Mónica Grande-Alonso, María Teresa García-de Juan, Irene Méndez-Mesón, Soledad Aguado-Henche, Rafael Ramírez-Carracedo, Roberto Fernández-Baillo, Mauricio Hernández-Fernández, Alba Sebastián-Martín, Rafael Moreno-Gómez-Toledano","doi":"10.1002/ase.70245","DOIUrl":"10.1002/ase.70245","url":null,"abstract":"Human body prosection practices are a crucial educational tool for learning anatomy. However, the first exposure to donors' material can cause anxiety, which may affect students' learning experiences and emotional adjustment. This observational study aimed to analyze anxiety levels (state and trait) before and after a prosection session in first-year nursing undergraduates, as well as perceived satisfaction, considering their previously perceived subjective level of nervousness. A total of 231 students participated voluntarily. Participants were grouped according to their self-perceived nervousness (low vs. high). Anxiety was assessed using the State–Trait Anxiety Inventory (STAI) before and after the activity, along with postactivity satisfaction questionnaires. The results showed a significant decrease in both state and trait anxiety after the session (p < 0.0001), particularly among students who reported higher initial nervousness. Satisfaction with the activity was high in both groups, with no significant differences. Interestingly, higher presession nervousness was not associated with lower satisfaction. Correlation analyses revealed that higher anxiety was moderately associated with lower satisfaction only in the low-nervousness group. In conclusion, the findings suggest that the most stressful aspect of prosection is the uncertainty about what students will encounter. After the session itself, anxiety levels decrease significantly. Therefore, future studies should explore interventions that help students become familiar with the dissection process before the practical session.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1238-1247"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147969058","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}

引用次数: 0

The life and legacy of Dr. Carlton G. Smith. 卡尔顿·g·史密斯博士的生平和遗产。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-03 DOI: 10.1002/ase.70274

Mikaela L Stiver, Anne M R Agur

{"title":"The life and legacy of Dr. Carlton G. Smith.","authors":"Mikaela L Stiver, Anne M R Agur","doi":"10.1002/ase.70274","DOIUrl":"https://doi.org/10.1002/ase.70274","url":null,"abstract":"Carlton George Smith, M.Sc., M.D., Ph.D., R.C.N.V.R. (1905-2003) was a Canadian anatomist and professor at the University of Toronto. He was highly regarded as an outstanding teacher, cutting-edge neuroscience researcher, and accomplished author. Dr. Smith became a member of the AAA in 1938 and joined the prestigious Cajal Club in 1950. In 1942, he joined the Naval Medical Research Unit in Halifax, eventually becoming its Commanding Officer, where he assisted with landmark research related to naval and military operational barriers during World War II. This research further bolstered his interests in the neuroanatomical bases of the special senses. Dr. Smith pioneered 3-dimensional (3D) teaching of neuroanatomy long before the era of technological advancement, using geometrical forms to describe the anatomical relationships between pathways and structures of the central nervous system. His innovative and evidence-based approaches, based on meticulous dissections, providing the foundation for both simple line drawings and detailed illustrations that were incorporated into several neuroanatomy books. He later developed a series of plaster models with his wife, Marguerite \"Rita\" Harland Smith, that highlight the complex 3D relationships of the human brain, head, and neck. Dr. Smith and Rita's legacy lives on through the models he donated to medical schools across Canada and at the University of Toronto through the endowment of scholarships and lectures. This article will include notable milestones in Dr. Smith's life with an emphasis on his scholarly and educational contributions to the field of neuroanatomy.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148667742","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

MAPPing out the future: Modified autopsy prosection protocol for gross anatomy in medical education. 规划未来：医学教育中大体解剖的改进尸检检控协议。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-03 DOI: 10.1002/ase.70316

Chelsea M Lohman, Briauna Blezinski Johnson, Danielle F Royer, Lisa M J Lee

{"title":"MAPPing out the future: Modified autopsy prosection protocol for gross anatomy in medical education.","authors":"Chelsea M Lohman, Briauna Blezinski Johnson, Danielle F Royer, Lisa M J Lee","doi":"10.1002/ase.70316","DOIUrl":"https://doi.org/10.1002/ase.70316","url":null,"abstract":"Contact hour reduction and elimination of dissection in gross anatomy in the increasingly systems-based curricula have reshaped medical education in the United States. While prosection-based anatomical instruction enhances efficiency, regional dissection protocols may no longer be optimally aligned with systems-based curricula. Clinical autopsy protocols may provide an alternative approach that aligns with contemporary medical education needs. The Modified Autopsy Prosection Protocol (MAPP), derived from clinical autopsy procedures, was developed and implemented in a systems-based medical curriculum. MAPP integrated structured external exam, modified Y-incision, en masse viscera removal, preservation of body wall and pelvic floor anatomy, and systemic separation of organ blocs. Students encountered the MAPP donors throughout the year with clinically framed external examination and engagement using a flipped laboratory approach. The MAPP preserved inter-systemic anatomical relationships, enhanced clinical relevance, supported spaced and interleaved learning, and enabled customization based on donor variation and pathology. Challenges included increased resource demands, the need for faculty expertise, and enhanced donor care to preserve tissue integrity throughout prolonged curricular use. Despite the challenges, MAPP simultaneously accommodated the reduction of contact hours and demonstrated strong alignment with the clinically oriented, integrated medical curriculum. Implementation provided meaningful early exposure to autopsy techniques, with potential implications for interest in pathology training. MAPP is a novel, clinically oriented approach to gross anatomy prosection that supports pedagogical, temporal, and clinical demands of modern systems-based curricula. While resource intensive, it is a promising model. Ongoing analyses will continue to evaluate its short- and long-term educational impact.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148667775","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