Anatomical Sciences Education最新文献

{"title":"Evaluation of glasses-free 3D anatomy learning materials through a randomized control study with a puzzle-like method","authors":"Satoru Muro,&nbsp;Keisuke Miyosawa,&nbsp;Kumiko Yamaguchi,&nbsp;Kentaro Okamoto,&nbsp;Shota Okamoto,&nbsp;Tomoki Itamiya,&nbsp;Keiichi Akita","doi":"10.1002/ase.70063","DOIUrl":"10.1002/ase.70063","url":null,"abstract":"<p>3D visualization tools have been developed to assist in the anatomical learning of medical students, but the evidence on the effectiveness of these tools is inconsistent. Conventional 3D materials are often displayed on 2D screens, which can limit their educational impact. This study evaluates the effectiveness of the presentation of 3D learning materials using 3D displays compared to 2D displays in a randomized controlled trial. We developed glasses-free 3D learning materials for the anatomy of abdominal organs and blood vessels, which are compatible with the 3D spatial reality tabletop display EFL-SR1 developed by Sony. We assessed the effectiveness of these materials in a randomized controlled trial. Fifty-six medical students were randomly divided into two groups to learn using either 2D or 3D displays. The improvement in understanding of the spatial arrangement of anatomical structures was measured before and after the learning sessions using a novel 3D puzzle-like method. Both groups demonstrated improvements in understanding of the spatial arrangement of anatomical structures; there were no significant differences in overall performance between the 2D and 3D display groups. The 3D display group exhibited less variability in improvement indices, suggesting more consistent learning outcomes. The study indicates that glasses-free 3D displays can minimize learning disparities among medical students and provide a more universally effective learning environment for all students. The 3D learning materials compatible with glasses-free 3D displays and the innovative 3D puzzle-like method used in this study offer a novel approach to teaching and evaluating anatomy education.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"684-696"},"PeriodicalIF":4.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144197838","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}

{"title":"Reflexive thematic analysis and men's embodiment following injury or illness: A worked example.","authors":"Gareth Terry, Nikki Hayfield","doi":"10.1002/ase.70058","DOIUrl":"https://doi.org/10.1002/ase.70058","url":null,"abstract":"<p><p>Reflexive thematic analysis (reflexive TA) originated within psychology and the social sciences and has become an increasingly popular qualitative analytic method across a range of disciplines. In this article, we offer a brief methodological guide for researchers hoping to use the method, suitable for beginners through to those experienced in qualitative research. Reflexive TA can be used to analyze data generated via a range of methods. Reflexive TA is highly flexible, and we outline the choices that researchers need to address when conducting their research. These choices relate to the theoretical approach (realist through to relativist/experiential to critical), their orientation to analyzing the data (inductive to deductive), and the depth in which they analyze their dataset (semantic to latent). We offer an accessible but comprehensive discussion of the six phases of reflexive thematic analysis and how best to produce a rigorous analysis. Starting with familiarization of the dataset as a foundation for analysis, data are then coded, before using these codes to generate initial themes. These early themes are then reviewed and developed, before the researcher moves to defining and naming them. The final phase of analysis is the writing up of the research, at which point final changes may still be made to the results. Written from the basis of our experience of using, teaching, and training reflexive thematic analysis within psychology and the social sciences, we see it as useful for those working across a range of disciplines.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144172214","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 inner portrait: What does reflexivity in qualitative health professions education research look like?","authors":"Gabrielle Brand, Steve Wise, Michelle D Lazarus","doi":"10.1002/ase.70056","DOIUrl":"https://doi.org/10.1002/ase.70056","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144172216","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":"Creating and hosting 3D photogrammetry models for anatomical education: An accessible and student-centered approach","authors":"Nicolas Van Vlasselaer,&nbsp;Jona Van den Broeck,&nbsp;Ben Serrien,&nbsp;Erik Cattrysse","doi":"10.1002/ase.70052","DOIUrl":"10.1002/ase.70052","url":null,"abstract":"<p>Integration of 3D photogrammetry models into anatomical education can enhance students' understanding of complex anatomical structures. With advancements in photogrammetry technology, this integration has become more accessible. Interactive, photorealistic models complement traditional methods such as donor dissections. This study evaluates the usability of 3D photogrammetry models on a secure, device-independent web-based platform, compares polarized and diffuse lighting techniques, and evaluates student feedback. Two embalmed dissections (upper and lower limbs) were photographed using an iPhone 15 Pro and a digital single-lens reflex camera under diffuse and polarized lighting. The images were processed with Apple Inc. RealityKit® Object Capture to generate 3D models. Physiotherapy and physical education students accessed these models on the platform, completed quizzes, and filled out a questionnaire on their learning experience. Out of 92 invited participants, 61 responded. Seventy-seven percent agreed that the models offered sufficient anatomical detail, and 74% reported that the 3D models enhanced their understanding of spatial relationships better than traditional textbooks. Eighty-two percent found the models helpful for exam preparation. Lighting techniques were considered equally effective, with a slight preference for polarized lighting for muscle definition and diffuse lighting for photorealism. Twenty-eight percent noted slower loading times as a drawback, and only 30% believed the models enhanced their understanding more than other 3D software. Findings indicate that 3D photogrammetry models, in combination with a secure web-based platform, can be a valuable tool in anatomical education. Future improvements should focus on optimizing technical performance and expanding platform features to better meet student needs.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"657-669"},"PeriodicalIF":4.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144155358","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":"Empathy and cultural humility: Caribbean medical students' experience in Taiwan's Silent Teacher family interviews","authors":"Hsiang-Chin Hsu,&nbsp;Tzu-Ching Sung","doi":"10.1002/ase.70050","DOIUrl":"10.1002/ase.70050","url":null,"abstract":"<p>International medical students at I-Shou University's School of Medicine for International Students (SMIS) receive Taiwan government-funded scholarships to cultivate skilled and compassionate medical professionals from the Caribbean, Central America, and the Pacific Islands. This study examines the meaningful impact of Caribbean medical students' participation in interviews with the families of silent teachers, a central element of Taiwan's distinctive approach to anatomical education. Through these interviews, students were exposed to the deeply personal narratives of body donors, such as their life stories, motivations for donation, and their values, such as altruism, family devotion, and reverence for life. These interactions offered the students a rare opportunity to bridge the gap between technical medical training and healthcare's emotional, ethical, and cultural dimensions. This study examines reflective practices' impact on Caribbean medical students' development during interactions with Silent Teacher donors. Reflective narratives from 28 culturally diverse students were analyzed using thematic analysis. The experience enhanced the students' understanding of the significance of body donation in Taiwanese society, which contrasts with more anonymous approaches in Western medical education. As a result, international students commented on key professional attributes, including cultural humility, empathy, and a stronger ethical awareness. The family interviews allowed students to engage in the human aspect of medicine, reinforcing the importance of compassionate care and emotional intelligence in their future medical practice. This program is a meaningful model for integrating humanistic and ethical learning into the curriculum, especially for international students, fostering their growth into well-rounded, culturally aware, and empathetic physicians.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"629-641"},"PeriodicalIF":4.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144155360","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}

{"title":"Psychometrics in medical and health sciences education","authors":"Adam B. Wilson","doi":"10.1002/ase.70059","DOIUrl":"10.1002/ase.70059","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 8","pages":"749-750"},"PeriodicalIF":4.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144155362","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":"Measuring students' perceptions of virtual reality for learning anatomy using the general extended technology acceptance model for E-learning","authors":"Sarah Alturkustani,&nbsp;Ashley Durfee,&nbsp;Olivia F. O'Leary,&nbsp;Siobhain M. O'Mahony,&nbsp;Conor O'Mahony,&nbsp;Mutahira Lone,&nbsp;Andreea Factor","doi":"10.1002/ase.70045","DOIUrl":"10.1002/ase.70045","url":null,"abstract":"<p>Anatomy is fundamental to medical disciplines. However, its complexity can be challenging to learners, and traditional anatomy teaching may not be easily accessible. Virtual Reality has the potential to supplement anatomy education, but its effectiveness depends on students' willingness to accept it. This study aimed to measure students' perceptions of using anatomy software, 3D Organon, for learning anatomy, the factors influencing their acceptance of 3D Organon, and their perceived improvement in understanding eye and ear anatomy. Data were collected from eight MSc in Human Anatomy and nine BSc in Neuroscience students who used 3D Organon to learn eye and ear anatomy. 3D Organon acceptance was assessed using descriptive statistics for the variables of the General Extended Technology Acceptance Model for E-Learning: perceived ease of use, perceived usefulness, behavioral intention, self-efficacy, computer anxiety, and enjoyment. Correlation and regression analyses of the GETAMEL data determined factors predicting acceptance. Results showed that students highly accepted 3D Organon, with enjoyment being the highest rated (<i>μ</i> = 1.9). Self-efficacy, enjoyment, and computer anxiety accounted for 91% of perceived ease of use, with enjoyment being the best predictor (<i>β</i> = 0.78). Self-efficacy, enjoyment, and perceived ease of use significantly influenced perceived usefulness, with perceived ease of use being the strongest predictor (<i>β</i> = 1.02). Both perceived ease of use and perceived usefulness contributed to 85% of behavioral intention to use 3D Organon, with perceived ease of use being the stronger predictor (<i>β</i> = 1.01). These findings suggest that students highly accepted 3D Organon for learning anatomy, with enjoyment and ease of use being essential factors influencing their willingness to use it.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 6","pages":"579-595"},"PeriodicalIF":4.7,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144136062","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}

{"title":"“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”","authors":"Jürgen Russ,&nbsp;Niels Hammer","doi":"10.1002/ase.70047","DOIUrl":"10.1002/ase.70047","url":null,"abstract":"&lt;p&gt;Dear Professor Organ,&lt;/p&gt;&lt;p&gt;We are grateful to Dr. Zdilla for addressing two inseparable challenges that face every contemporary dissection laboratory: first, protecting anatomy staff and students from formaldehyde or other volatile organic compounds, and second, achieving this without turning a place of learning into an acoustically stressful environment. Air-quality engineering has advanced steadily in recent years. However, noise control appears to remain an underappreciated determinant of both occupational safety and educational quality. Our remarks therefore will concentrate on the latter aspect.&lt;/p&gt;&lt;p&gt;Dr. Zdilla reports that his upgraded extraction system produces 69.2 dB(A) when operating, while the room background with the fans off is 38.6 dB(A).&lt;span&gt;&lt;sup&gt;1, 2&lt;/sup&gt;&lt;/span&gt; These figures are highly valuable in their transparency. But they stand well above the targets that most European and North American guidelines set for spaces in which focused cognitive work takes place. Of note, the contribution of the 38.6-dB(A) source is most likely negligible for the entire setup presented. In reference to Dr. Zdilla's letter, in Austria, Guideline 5 of the Institute for Building Technology limits rooms devoted to concentrated tasks to 30 dB(A).&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt; The German DIN 18041&lt;span&gt;&lt;sup&gt;4&lt;/sup&gt;&lt;/span&gt;/VDI 2081&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt; and the World Health Organization's European Environmental Noise Guidelines&lt;span&gt;&lt;sup&gt;6&lt;/sup&gt;&lt;/span&gt; recommend roughly the same for teaching rooms. The ANSI/ASA S12.60 applies a 35-dB(A) ceiling to US classrooms of ordinary size.&lt;span&gt;&lt;sup&gt;7&lt;/sup&gt;&lt;/span&gt; The ISO 9921&lt;span&gt;&lt;sup&gt;8&lt;/sup&gt;&lt;/span&gt; advises that background noise should remain below 45 dB(A) simply to preserve speech intelligibility. To put the gap in perspective, 69.2 dB(A) delivers about 15 times the perceived loudness—and roughly 8000 times the sound energy—than the 30 dB(A) reference. Above 80 dB(A), EU law obliges employers to offer hearing protection, and at 85 dB(A) its use becomes mandatory.&lt;/p&gt;&lt;p&gt;For the example outlined by Dr. Zdilla, the nominal limits still describe an unoccupied room. As soon as teaching begins, sound-pressure levels add logarithmically. Twenty-nine table groups (in our case)&lt;span&gt;&lt;sup&gt;9&lt;/sup&gt;&lt;/span&gt; conversing at an ordinary 60 dB(A) apiece would raise the sound field in a 38.6 dB(A)&lt;span&gt;&lt;sup&gt;1, 2&lt;/sup&gt;&lt;/span&gt; space to about 74.6 dB(A). Replacing the benign background noise with the 69.2-dB(A) fan noise reported by Dr. Zdilla pushes the total to roughly 75.7 dB(A). If each table were to be fitted with its own unit at 69.2 dB(A), the arithmetic approaches 84.3 dB(A)—narrowly below the legal threshold at which hearing protection must be worn. One might hope to recover a few decibels with the generous use of ceiling absorbers, wall panels or baffles. Yet, the physics of rooms limits such treatments to gains of perhaps 10 dB once a source exceeds 65 dB(A). In practice, therefore, bringing a 69.2-dB(A) extraction sys","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"740-741"},"PeriodicalIF":4.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074999","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}

{"title":"Sound off: Noise in the gross anatomy laboratory","authors":"Matthew J. Zdilla","doi":"10.1002/ase.70048","DOIUrl":"10.1002/ase.70048","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"738-739"},"PeriodicalIF":4.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143955708","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":"Diagnosing the first patient: Integrating histopathology into an undergraduate gross anatomy course","authors":"Kyle A. Robertson,&nbsp;Megan Kruskie,&nbsp;Jessica N. Byram","doi":"10.1002/ase.70042","DOIUrl":"10.1002/ase.70042","url":null,"abstract":"<p>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 (<i>n</i> = 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.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 6","pages":"596-603"},"PeriodicalIF":4.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70042","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}