Anatomical Sciences Education最新文献_第2页

From development to dissection: A coaching-focused workshop for anatomy educators from the viewpoint of the coaches 从发展到解剖：从教练的角度为解剖学教育者提供一个以教练为中心的研讨会。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-07-31 DOI: 10.1002/ase.70323

Danielle N. Edwards, Bobbie J. Leeper, Kelsey E. Stevens, Jonathan J. Wisco, Abbey Breckling, Rhiannon E. Robinson, Jeremy J. Grachan

引用次数: 0

Re-humanizing anatomy? Learning through human body donors in physiotherapy education Re-humanizing解剖学?学习通过人体捐献者进行物理治疗教育。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-13 DOI: 10.1002/ase.70322

Robert Parish BSc(Hons), Chris Carter BSc(Hons), John Stephens PhD, Debs Patten PhD

{"title":"Re-humanizing anatomy? Learning through human body donors in physiotherapy education","authors":"Robert Parish BSc(Hons), Chris Carter BSc(Hons), John Stephens PhD, Debs Patten PhD","doi":"10.1002/ase.70322","DOIUrl":"10.1002/ase.70322","url":null,"abstract":"Anatomical knowledge underpins clinical skills and professional identity in physiotherapy. However, dedicated teaching has declined in recent years. Body donor-based learning, though common in medical education, is rarely used in physiotherapy. Its integration may enhance learning through embodied, haptic experiences, and greater physical and emotional engagement with anatomical structures. A qualitative methodology grounded in phenomenology and hermeneutics was employed, using Interpretative Phenomenological Analysis (IPA) to explore how final-year BSc (Hons) Physiotherapy students made sense of their experiences of learning anatomy through haptic interaction with body donors facilitated by a supersoft-fix preservation technique. This study provides a novel perspective of the impact of learning anatomy through body donors and prosections for physiotherapy students. While learning anatomy with body donors affords students deep and embodied haptic learning opportunities, there are emotional aspects, which physiotherapy educators must consider. These emotional aspects can influence how students perceive the humanity or non-humanity of body donors. Soft-fixation embalming techniques permit students to mobilize joints and observe dynamic functional movement, which enhances students' anatomical understanding. However, educators must consider the variable and complex nature of how physiotherapy students view and interact with body donors and the potential influence on these experiences toward developing their professional identity. Re-humanizing anatomy is a dynamic learning process where students describe moving within a “Body Donor Learning Continuum” (BDLC) where, over time and through reflection, they experience a spectrum of negative to positive emotions and reactions.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1943-1953"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148719492","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

Integrating plastinate-derived three-dimensional scans into computer-based anatomy practical examinations 将塑化衍生的三维扫描整合到基于计算机的解剖学实际检查中。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-25 DOI: 10.1002/ase.70331

Rosaysela Santos, Jordan Moberg Parker, Frank H. Thai, William Y. Woo, José Miguel Barral-Sánchez, Dolgor Baatar

{"title":"Integrating plastinate-derived three-dimensional scans into computer-based anatomy practical examinations","authors":"Rosaysela Santos, Jordan Moberg Parker, Frank H. Thai, William Y. Woo, José Miguel Barral-Sánchez, Dolgor Baatar","doi":"10.1002/ase.70331","DOIUrl":"10.1002/ase.70331","url":null,"abstract":"Anatomy instruction increasingly incorporates three-dimensional (3D) digital resources; however, the assessment of practical anatomy knowledge often relies on two-dimensional (2D) images. This misalignment may limit the authenticity of computer-based anatomy practical examinations (APEs). We implemented 3D scans of plastinated human specimens in APEs and examined student usage patterns and perceptions. High-resolution 3D scans of plastinated specimens were embedded into APE items. Fifteen anatomy practical questions were analyzed across three consecutive cohorts of first-year medical students. Usage analytics captured the frequency of 3D scan views during exams and were compared with item difficulty. Student perceptions of 2D and 3D resources were assessed via a post-exam questionnaire. Quantitative data were analyzed using nonparametric statistics, and qualitative responses were analyzed thematically. Students consistently accessed 3D scans during APEs, with significantly higher usage for more difficult exam items. A direct correlation was observed between item difficulty and 3D scan views (r2 = 0.43, p < 0.01). Usage varied by anatomical unit, with lower engagement for nervous system items relative to cardiovascular/pulmonary and musculoskeletal items. Students rated both 2D images and 3D scans as helpful, with a nonsignificant trend favoring 3D scans. Qualitative responses highlighted improved spatial orientation and contextualization with 3D scans, alongside concerns regarding load time and navigation, while 2D images were valued for efficiency. Plastinate-derived 3D scans serve a complementary role in computer-based anatomy practical assessment. Integrating optimized 3D resources may enhance the authenticity of APEs, particularly for spatially complex anatomy, while maintaining efficiency in high-stakes testing environments.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1965-1972"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148811607","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

Application of 3D-Slicer combined with 3D printing technology in training neurosurgery resident physicians' imaging spatial cognition and clinical reasoning: A self-controlled before- and after-study 3D切片机结合3D打印技术在神经外科住院医师影像空间认知和临床推理训练中的应用：一项自控的前后学习。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-13 DOI: 10.1002/ase.70321

Li Xueyu, Fan Yuanxian, Chen Jiaxing, Li Chuanyu, Chen Yuanbiao, Huang Haineng, Huang Huadong, Luo Kunxiang, Wei Shiyin, Tan Rong

{"title":"Application of 3D-Slicer combined with 3D printing technology in training neurosurgery resident physicians' imaging spatial cognition and clinical reasoning: A self-controlled before- and after-study","authors":"Li Xueyu, Fan Yuanxian, Chen Jiaxing, Li Chuanyu, Chen Yuanbiao, Huang Haineng, Huang Huadong, Luo Kunxiang, Wei Shiyin, Tan Rong","doi":"10.1002/ase.70321","DOIUrl":"10.1002/ase.70321","url":null,"abstract":"Neurosurgical residency training requires advanced spatial cognition and 3D anatomical understanding, which traditional methods often fail to adequately develop. This study evaluated a novel educational model integrating 3D Slicer and 3D printing technology to enhance imaging spatial cognition and clinical reasoning among neurosurgery residents. In a self-controlled before- and after-trial, 25 neurosurgery residents completed a 12-week training program involving 3D Slicer reconstruction and 3D printing of clinical cases. Core competencies were assessed at baseline (T0) and post-intervention (T1) through theoretical tests, spatial anatomical recognition tasks, and clinical case analysis. Subjective feedback was collected via a structured survey. Participants showed significant improvements in all assessment domains (p < 0.001). Spatial anatomical recognition scores increased by 16.96 points (from 67.12 to 84.08), clinical case analysis by 13.10 points (from 69.94 to 83.04), and theoretical knowledge by 12.32 points (from 72.32 to 84.64). Subjective evaluations indicated that 100% of residents reported moderate or significant improvement in 3D anatomical comprehension, spatial visualization, preoperative planning confidence, and proactive problem-solving. The integrated 3D Slicer and 3D printing training model effectively enhances spatial cognition, clinical reasoning, and active learning in neurosurgical education. It offers a scalable, clinically relevant approach to bridging the gap between 2D imaging interpretation and 3D surgical planning, supporting the transition from training to independent practice.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1932-1942"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70321","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148719629","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

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 : 2026-11-04 DOI: 10.1002/ase.70394

引用次数: 0

The happiness question: A study of the subjective well-being of medical students during clinical clerkship anatomy sessions 快乐问题：医学生在临床实习解剖课程中的主观幸福感研究。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-07-09 DOI: 10.1002/ase.70304

Bradley R. Collins, Kent J. Crippen, A. Corinne Huggins-Manley, Phuong B. Huynh, Daniel B. Topping, Kyle E. Rarey

{"title":"The happiness question: A study of the subjective well-being of medical students during clinical clerkship anatomy sessions","authors":"Bradley R. Collins, Kent J. Crippen, A. Corinne Huggins-Manley, Phuong B. Huynh, Daniel B. Topping, Kyle E. Rarey","doi":"10.1002/ase.70304","DOIUrl":"10.1002/ase.70304","url":null,"abstract":"Medical student well-being is an important consideration, given the levels of distress reported during training. There are a variety of studies that explore medical students' well-being, but few focus on positive indicators. This study aimed to investigate the subjective well-being of medical students rotating through clinical clerkship anatomy sessions during the third and fourth years of medical school through basic psychological needs theory. The mixed-methods design followed a QUAN + qual procedural design, in which data were collected and analyzed concurrently, emphasizing the quantitative aspect. Participants voluntarily completed a pre- and post-survey during clinical clerkship anatomy sessions over 2 months in the 2024–2025 academic year. The pre-survey included items on subjective well-being and demographic information, while the post-survey repeated the subjective well-being items and included open-ended qualitative questions. Using a single-group, within-subjects design, dependent t-tests and Wilcoxon signed-rank tests were used to compare means of pre- and post-survey responses, and thematic analysis was used for the qualitative data. Among medical students rotating through clinical clerkships at a Southeastern institution in 2024, participants reported increased subjective well-being during anatomy sessions, as measured by scores on the Positive and Negative Affect Schedule and the Satisfaction With Life Scale. Themes consistent with basic psychological needs theory, subjective well-being, and situated learning were identified in the qualitative feedback about the clinical clerkship anatomy sessions. The findings suggest that incorporating an educational program into the medical school curriculum can be positively associated with medical students' well-being outcomes.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1888-1899"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148417127","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

Expert-validated criteria for evaluating 2D anatomical images: Results of a Delphi consensus study 专家验证的标准评估二维解剖图像：德尔菲共识研究的结果。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-03 DOI: 10.1002/ase.70301

Ayşe Soylu, Yavuz Selim Kıyak, Özlem Coşkun, Tuncay Veysel Peker

{"title":"Expert-validated criteria for evaluating 2D anatomical images: Results of a Delphi consensus study","authors":"Ayşe Soylu, Yavuz Selim Kıyak, Özlem Coşkun, Tuncay Veysel Peker","doi":"10.1002/ase.70301","DOIUrl":"10.1002/ase.70301","url":null,"abstract":"Currently, there are no consensus standards for the selection of two-dimensional (2D) anatomical images that form the basis of anatomy education. The absence of standardized evaluation criteria may contribute to variability in image quality and inconsistencies in the educational use of anatomical visuals, potentially affecting students' development of an accurate understanding of anatomy. Addressing this gap is important for supporting the reliable and educationally effective use of 2D anatomical images in undergraduate medical education. An initial pool of 70 candidate criteria was generated through literature review and expert input and organized into seven domains. A modified two-round Delphi process was conducted. In Round 1 (n = 20), experts rated each criterion on a five-point scale. Domain-specific cut-off values were applied, and the item-level content validity index (I-CVI) was calculated. In Round 2 (n = 15), experts reviewed domain appropriateness and item wording. Thirty-four criteria met predefined thresholds and were retained. The scale-level content validity index was high (S-CVI/Ave = 0.94). In Round 2, mean agreement on domain appropriateness was 97.8%, and 90.2% of items were retained without modification. Modified kappa analysis demonstrated excellent agreement beyond chance (mean k* = 0.93). No new criteria were proposed. This study developed a 34-item, expert-validated checklist for evaluating static 2D anatomical images. The high consensus levels support its potential utility in improving the quality, consistency, and educational relevance of visual materials used in anatomy education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1871-1880"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148667794","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

Pedagogical introductions to sex and gender diversity in anatomy: Exploring student perspectives 解剖学中性别和性别多样性的教学介绍：探索学生的观点。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-25 DOI: 10.1002/ase.70330

Charlie W. Brake, Charys M. Martin

{"title":"Pedagogical introductions to sex and gender diversity in anatomy: Exploring student perspectives","authors":"Charlie W. Brake, Charys M. Martin","doi":"10.1002/ase.70330","DOIUrl":"10.1002/ase.70330","url":null,"abstract":"Anatomical education has historically relied on binary terminology, reinforcing the conflation of sex, gender, and gender identity through long-standing social and linguistic norms. To better include gender and sex diverse students and to respect the delineations between gender and sex, educators are incorporating diversity into their courses through educational primers; however, there is a lack of literature on the subject. Thus, this study explores learners' perceptions and attitudes about adding sex and gender diversity into anatomical education programs at a Canadian university. A total of 73 participants responded to a survey informed by grounded theory, and descriptive statistics are used for analysis. Nearly half of learners felt their overall educational experience was enhanced by the inclusion of sex and gender diversity content in their anatomy course and around half of learners felt more knowledgeable about inclusive language. Some learners were inspired to begin using inclusive language following their anatomy course. Overall, these findings suggest that integration of gender and sex diversity could be well-received and valued by anatomy students for humanistic skill development. Emerging themes requiring qualitative insights, including learners' definitions of “inclusive language” and the viability of peer-based learning, will be explored in future work.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1954-1964"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148811625","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

Dissection versus prosection by anatomical region: Evaluating a regional group dissection curriculum in medical education 解剖区域解剖与检出：评价医学教育中区域组解剖课程。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-07-02 DOI: 10.1002/ase.70303

Andrew J. Gaetano, Jason Howard, Luke Ritter, Maha Khan, Nicolas Jozefowski, Eva L. Murdoch

{"title":"Dissection versus prosection by anatomical region: Evaluating a regional group dissection curriculum in medical education","authors":"Andrew J. Gaetano, Jason Howard, Luke Ritter, Maha Khan, Nicolas Jozefowski, Eva L. Murdoch","doi":"10.1002/ase.70303","DOIUrl":"10.1002/ase.70303","url":null,"abstract":"Gross anatomy education has undergone significant changes due to evolving curricular demands, leading to reduced hands-on dissection opportunities in many medical schools. The purpose of this study was to compare the academic performance of medical student dissectors and those assigned to prosection-based learning across anatomical regions. Dissectors performed hands-on dissection of their assigned anatomical region, whereas the prosection group learned the same material using prosected specimens during laboratory sessions. The secondary aim was to evaluate student perceptions of the regional dissection curriculum and the educational value of dissection. In fall 2023, medical students at a single institution participated in a regional group dissection curriculum where each student was randomly assigned to dissect one anatomical region while studying all others using prosected specimens. Academic performance was assessed by comparing internally written, computer-based multiple-choice examinations between dissectors and prosection groups for each region using Welch's t-tests. Additionally, student perceptions were evaluated using a post-course survey. Examination performance was comparable between dissectors and prosection groups across most body regions, except for the anterior lower extremity, where dissectors scored significantly higher (87.91% vs. 83.15%; p = 0.020). Survey results indicated strong student support for the dissection experience, with over 75% agreeing it was valuable and nearly 87% reporting enhanced understanding and exam preparedness. While dissection and prosection yielded comparable examination performance across most anatomical regions, students strongly valued the dissection experience, highlighting the importance of balancing educational effectiveness, student experience, and logistical feasibility in curricular design.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1881-1887"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148373963","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

Formative assessment benefits summative assessment performance in neuroanatomy regardless of prior academic performance: A retrospective study 一项回顾性研究表明，形成性评估有利于神经解剖学的总结性评估表现，而与先前的学业表现无关。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-11-04 Epub Date: 2026-08-20 DOI: 10.1002/ase.70332

Laura E. Thorp MPT, PhD, Geoff Thames PhD

{"title":"Formative assessment benefits summative assessment performance in neuroanatomy regardless of prior academic performance: A retrospective study","authors":"Laura E. Thorp MPT, PhD, Geoff Thames PhD","doi":"10.1002/ase.70332","DOIUrl":"10.1002/ase.70332","url":null,"abstract":"Through retrospective analysis, the relationship between formative assessment (FA) and summative assessment (SA) scores in neuroanatomy for doctor of physical therapy (DPT) students (n = 121) was investigated. The study examined if previous academic difficulty impacted the relationship between FA and SA by grouping students with no history of academic challenges into Group 1 (n = 80) and students who experienced previous academic difficulty in coursework into Group 2 (n = 41). The distinction for academic difficulty was defined by programmatic guidelines. Eleven multiple-choice FAs were administered to support preparation for three separate unit SAs. A 1 × 2 multivariate analysis of covariance (MANCOVA) explored the relationship among student groups, FAs, and SAs for Units 2 and 3. Significant relationships were observed between both FA covariates and related SA scores for students in both groups. No significant interaction of student grouping on the relationship between FA and SA scores was observed, thus no differentiated impact of FA scores on SA outcomes between the groups existed. On average, a one-point increase on FA scores was associated with a 2.41-point increase on SA scores in Unit 2 and a one-point increase on FA scores was associated with a 2.54-point increase on SA scores in Unit 3. The study showed FA can benefit all students, positively impacting SA scores regardless of whether students have experienced prior academic challenges. Thus, FA is a valuable instructional tool that can be applied broadly and benefit SA performance for students who experience academic difficulty and those who do not.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 11","pages":"1973-1980"},"PeriodicalIF":5.1,"publicationDate":"2026-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148786067","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