Anatomical Sciences Education最新文献_第2页

Teaching human anatomy before during and after COVID-19 pandemic: A longitudinal study on kinesiology students' performance, cognitive load, and congruent embodied learning. COVID-19大流行前后的人体解剖学教学：对运动学学生的成绩、认知负荷和同体学习的纵向研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-11-21 DOI: 10.1002/ase.2532

Rawad Chaker, Mélanie Gallot, Ayodélé Madi, Christian Collet, Nady Hoyek

{"title":"Teaching human anatomy before during and after COVID-19 pandemic: A longitudinal study on kinesiology students' performance, cognitive load, and congruent embodied learning.","authors":"Rawad Chaker, Mélanie Gallot, Ayodélé Madi, Christian Collet, Nady Hoyek","doi":"10.1002/ase.2532","DOIUrl":"10.1002/ase.2532","url":null,"abstract":"During the COVID-19 pandemic, anatomy educators have demonstrated their ability to respond to face-to-face (F2F) teaching restrictions and offer emergency remote teaching and learning (ERTL) approach. Another educational model that was intensified during COVID-19 was blended learning (BL) which is a combination of F2F and online settings. Studies on the effects of the methods employed during COVID-19 pandemic on anatomy students' learning outcomes are sparse and show slightly similar but nuanced results. There is poor evidence on how the transition to online-only or to BL in response to COVID-19 impacted anatomy students' performance, cognitive load, and embodied learning. The main aim of this longitudinal study is to evaluate the effectiveness of ERTL and BL on anatomy performance in kinesiology students. The second aim of this study was to better understand students' performance in terms of cognitive load embodied learning, and the use of 3D digital tools. The results indicate no significant differences between F2F and ERTL students' performance. However, the results yielded significantly better performance for the BL students in comparison with both F2F (p = 0.001) and ERTL cohort (p = 0.001). The rapid transition to online-only teaching and learning neither enhanced nor deteriorated students' performance. The BL modality appears to be the most efficient. Learning outcomes were discussed in relation to cognitive load, embodied learning, and the use of 3D digital tools.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":"48-58"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142685538","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

Refocusing graduate gross anatomy training: Curating future content experts. 重新确定解剖学研究生培训的重点：培养未来的内容专家。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-11-17 DOI: 10.1002/ase.2535

Gail Elliott, Grace Pinhal-Enfield

引用次数: 0

Human body donation programs best practices and recommended standards: A task force report from the American Association for Anatomy. 人体捐赠计划的最佳实践和推荐标准：美国解剖学协会特别工作组报告。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-12-18 DOI: 10.1002/ase.2520

Joy Y Balta, Thomas H Champney, Christopher Ferrigno, Laura E Johnson, Callum F Ross, Brandi Schmitt, Heather F Smith

{"title":"Human body donation programs best practices and recommended standards: A task force report from the American Association for Anatomy.","authors":"Joy Y Balta, Thomas H Champney, Christopher Ferrigno, Laura E Johnson, Callum F Ross, Brandi Schmitt, Heather F Smith","doi":"10.1002/ase.2520","DOIUrl":"10.1002/ase.2520","url":null,"abstract":"The American Association for Anatomy recently charged a task force with updating and expanding upon best practices and recommendations for human body donation programs. The task force comprised American Association for Anatomy members with specific and detailed knowledge about the legal, ethical, and procedural operations of body donation programs in the United States. The task force developed both foundational and aspirational recommendations. These recommendations emphasize the importance of prioritizing the ethical treatment of all body donors across all education and research sectors. Programs must adhere to several principles to operate an ethical body donation program, the foundation of which is informed consent. The policies and procedures of donation programs must clearly and transparently describe their core operational practices including outreach, registration, custody tracking, use, disposition, and memorialization. Such programs should be governed by a diverse oversight committee whose members are not directly responsible for the program's daily operations. These standards require that all body donation programs follow all national, state, and local laws in the program's jurisdiction. The following recommendations for body donation programs were approved by the Board of Directors of the American Association for Anatomy in 2024 and were conceived as a living document intended to be periodically modified and updated as the ethos and legislation of body donations evolve. Given the importance of these recommendations, translations of this document into Chinese and Spanish are available as supplementary materials S2 and S3.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":"8-26"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142845557","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

Focused anatomy workshops for clerkships and the USMLE Step 1 examination. 针对实习和 USMLE Step 1 考试的重点解剖讲习班。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-11-22 DOI: 10.1002/ase.2536

Anna Ricci, Ian Minearo, Abigail Hielscher

{"title":"Focused anatomy workshops for clerkships and the USMLE Step 1 examination.","authors":"Anna Ricci, Ian Minearo, Abigail Hielscher","doi":"10.1002/ase.2536","DOIUrl":"10.1002/ase.2536","url":null,"abstract":"Anatomy is essential for understanding healthy and disease states as well as for the successful completion of clinical clerkships and board examinations. This project provided structured workshops aimed to review anatomical concepts for clerkships and Step 1 and provided a means for medical students to assess their anatomical knowledge. We provided six optional anatomy workshops, in which students (1) took a pre-session quiz, (2) faculty reviewed key anatomy of a particular system (e.g., musculoskeletal), (3) students worked through clinical cases in small groups, and (4) students took a post-session quiz and responded to a post-session survey to rate satisfaction of session content and delivery on a five-point Likert scale. One session was excluded due to small sample size (n = 2). Results from five workshops, including brachial plexus, musculoskeletal, pelvic, gastrointestinal, and head and neck anatomy, showed that students performed significantly (p ≤ 0.05) better on the post-session quizzes compared to pre-session quizzes in all sessions. Post-session survey results indicated that students were satisfied with session content and facilitation, would attend future workshops, and would use session materials to study for Step 1. Based on these short-term benefits of the sessions, we plan to continue offering monthly workshops to medical students to increase knowledge retention of key anatomical concepts and increase preparedness for clerkships and Step 1. Future studies will longitudinally follow up with students post-Step 1 and clerkships to determine the long-term benefits of offering these workshops.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":"77-86"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669074/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142692256","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

Gaze and hand behaviors during haptic abilities testing-An update to multimedia learning theory. 触觉能力测试过程中的目光和手部行为--多媒体学习理论的最新进展。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-10-26 DOI: 10.1002/ase.2526

Michelle A Sveistrup, Jean Langlois, Timothy D Wilson

{"title":"Gaze and hand behaviors during haptic abilities testing-An update to multimedia learning theory.","authors":"Michelle A Sveistrup, Jean Langlois, Timothy D Wilson","doi":"10.1002/ase.2526","DOIUrl":"10.1002/ase.2526","url":null,"abstract":"The Cognitive Theory of Multimedia Learning (CTML) suggests humans learn through visual and auditory sensory channels. Haptics represent a third channel within CTML and a missing component for experiential learning. The objective was to measure visual and haptic behaviors during spatial tasks. The haptic abilities test (HAT) quantifies results in several realms, accuracy, time, and strategy. The HAT was completed under three sensory conditions using sight (S), haptics (H), and sight with haptics (SH). Subjects (n = 22, 13 females (F), 20-28 years) completed the MRT (10.6 ± 5.0, mean ± SD) and were classified as high or low spatial abilities scores with respect to mean MRT: high spatial abilities (HSA) (n = 12, 6F, MRT = 13.7 ± 3.0), and low spatial ability (LSA) groups (n = 10, 7F, MRT = 5.6 ± 2.0). Video recordings gaze and hand behaviors were compared between HSA and LSA groups across HAT conditions. The HSA group spent less time fixating on mirrored objects, an erroneous answer option, of HAT compared to the LSA group (11.0 ± 4.7 vs. 17.8 ± 7.3 s, p = 0.020) in S conditions. In haptic conditions, HSA utilized a hand-object interaction strategy characterized as palpation, significantly less than the LSA group (23.2 ± 16.0 vs. 43.1 ± 21.5 percent, p = 0.022). Before this study, it was unclear whether haptic sensory inputs appended to the mental schema models of the CTML. These data suggest that if spatial abilities are challenged, LSA persons both benefit and utilize strategies beyond the classic CTML framework by using their hands as a third input channel. This data suggest haptic behaviors offer a third type of sensory memory resulting in improved cognitive performance.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":"32-47"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669089/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142491465","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 road to best practices in body donation. 通往遗体捐献最佳实践之路。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-12-18 DOI: 10.1002/ase.2539

Joy Y Balta, Thomas H Champney, Christopher Ferrigno, Laura E Johnson, Callum F Ross, Brandi Schmitt, Heather F Smith

引用次数: 0

Comparing assisting technologies for proficiency in cardiac morphology: 3D printing and mixed reality versus CT slice images for morphological understanding of congenital heart defects by medical students. 比较辅助技术对熟练掌握心脏形态学的影响：3D 打印和混合现实技术与 CT 切片图像对医学生理解先天性心脏缺陷形态学的影响。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-11-08 DOI: 10.1002/ase.2530

Henrik Brun, Matthias Lippert, Thomas Langø, Juan Sanchez-Margallo, Francisco Sanchez-Margallo, Ole Jakob Elle

{"title":"Comparing assisting technologies for proficiency in cardiac morphology: 3D printing and mixed reality versus CT slice images for morphological understanding of congenital heart defects by medical students.","authors":"Henrik Brun, Matthias Lippert, Thomas Langø, Juan Sanchez-Margallo, Francisco Sanchez-Margallo, Ole Jakob Elle","doi":"10.1002/ase.2530","DOIUrl":"10.1002/ase.2530","url":null,"abstract":"Learning cardiac morphology largely involves spatial abilities and studies indicate benefits from innovative 3D visualization technologies that speed up and increase the learning output. Studies comparing these teaching tools and their educational output are rare and few studies include complex congenital heart defects. This study compared the effects of 3D prints, mixed reality (MR) viewing of 3D meshes and standard cardiac CT slice images on medical students' understanding of complex congenital heart defect morphology, measuring both objective level of understanding and subjective educational experience. The objective of this study was to compare morphological understanding and user experiences of 3D printed models, MR 3D visualization and axial 2D CT slices, in medical students examining morphological details in complex congenital heart defects. Medical students in the median 4th year of study (range 2nd to 6th) examined three of five different complex congenital heart defects by three different modalities: 3D printed model, MR viewed 3D mesh, and cardiac CT slices, answering a questionnaire on morphology and user experience. Time to complete task, diagnostic accuracy, and user experience data were collected and compared on group level. Task times were similar for all modalities. The percentage of correct answers was higher with MR visualization, which was also the preferred modality overall. Medical students both prefer and better understand the morphology of complex congenital heart disease with 3D models viewed using MR, without spending more time than with 3D prints or 2D CT images.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":"68-76"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669069/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142613068","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

From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy. 从解剖学到外科：虚拟模拟辅助传统方法在根尖切除术临床前培训中的有效性。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-12-09 DOI: 10.1002/ase.2538

Liu Liu, Yue Chen, Yubin Cao, Lei Yang, Yiyan Yang, Yantong Li, Dingming Huang, Ling Ye, Qinghua Zheng

{"title":"From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy.","authors":"Liu Liu, Yue Chen, Yubin Cao, Lei Yang, Yiyan Yang, Yantong Li, Dingming Huang, Ling Ye, Qinghua Zheng","doi":"10.1002/ase.2538","DOIUrl":"10.1002/ase.2538","url":null,"abstract":"Anatomy forms the foundation for the training and execution of routine surgical procedures. However, a gap persists in effectively bridging anatomical knowledge with the confident performance of procedures. Virtual simulation (VS) techniques, based on experiential and situated learning theory, hold promise in addressing this challenge. Apicoectomy, a procedure involving root apex resection to preserve a tooth, requires a blend of regional and dental anatomy knowledge, making it an ideal model for assessing the effectiveness of VS. This prospective cohort study evaluated primarily the enhancement of incorporating VS training in the preclinical skill training of apicoectomy for undergraduate dental students, compared to relying solely on traditional methods. VS training includes the simulated dissection process, patient examination, and apicoectomy based on graphically synthesized virtual models. Secondly, the study investigated the influence of exposure to VS training on students' confidence and satisfaction. The training was divided into three progressive levels aligned with students' cognitive processes, employing Miller's competence learning framework. Participants were categorized into the control group (CG) (n = 214) and VS training group (VSTG) (n = 220) based on their classes. The results demonstrated that VSTG showed significantly greater training enhancement (VSTG: 7.14 ± 1.74; CG: 6.57 ± 2.02, p = 0.002) and higher confidence levels (VSTG: 2.94 ± 0.13; CG: 2.69 ± 0.13, p < 0.001), along with greater satisfaction with the training compared to the CG (VSTG: 3.70 ± 0.18; CG: 3.20 ± 0.17, p < 0.001). In conclusion, VS proves to be a valuable adjunct for enhancing procedural skill training in surgical procedures.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":"97-116"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142794063","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 peer facilitation in anatomy small group curriculum on academic performance and retention: A pilot study. 解剖学小组课程中同伴辅导对学习成绩和保留率的影响：试点研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-11-07 DOI: 10.1002/ase.2533

Phoebe L Li, Rijul Asri, George Holan, Christin Traba, Sophia Chen, Jeremy J Grachan

{"title":"Effect of peer facilitation in anatomy small group curriculum on academic performance and retention: A pilot study.","authors":"Phoebe L Li, Rijul Asri, George Holan, Christin Traba, Sophia Chen, Jeremy J Grachan","doi":"10.1002/ase.2533","DOIUrl":"10.1002/ase.2533","url":null,"abstract":"Peer-assisted learning and group facilitation have been proven to foster active participation in small-group learning, and these effective teaching modalities have been shown to enhance learning outcomes. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance and retention. Students were required to rotate through this facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, individual quiz grades, and retention quizzes sent 1 month after each quiz. Overall, the data revealed a significant increase in the overall combined quiz averages across the curriculum for facilitators compared to participants despite having no notable increase in preparation time (p = 0.004). While facilitators scored significantly higher on the course quizzes, the slight increase in their average retention quiz scores was not significant. This study was unable to identify any significant benefits to retention for either facilitators or participants. In all, this study suggests that a peer facilitation paradigm can be an effective educational modality for medical students, and future studies should explore ways to improve knowledge retention through this role.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":"59-67"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669072/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589465","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

Incorporating structured metacognitive training into an undergraduate anatomy classroom. 将结构化元认知训练纳入本科解剖学课堂。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-01-01 Epub Date: 2024-11-25 DOI: 10.1002/ase.2537

Aidan A Ruth, Kristina Dzara

{"title":"Incorporating structured metacognitive training into an undergraduate anatomy classroom.","authors":"Aidan A Ruth, Kristina Dzara","doi":"10.1002/ase.2537","DOIUrl":"10.1002/ase.2537","url":null,"abstract":"Metacognition includes the processes that learners use to plan, monitor, and assess their learning and is tied to academic performance and growth-oriented attitudes toward learning. Learning anatomy presents challenges to learners at all levels, and for many, necessitates a change in learning strategies and metacognitive awareness. We sought to examine whether structured metacognitive training situated in an undergraduate anatomy course could improve these skills. At the beginning and end of the course, students completed the Metacognitive Awareness Inventory (MAI) and several short free response questions. Individually matched pre-and post-course MAI scores were compared using paired-sample t-tests. The authors conducted a directed content analysis for the free response questions using the \"knowledge of cognition\" (KC) and \"regulation of cognition\" (RC) domains and their associated subcategories. All three KC subcategories showed statistically significant increases from pre- to post-course questionnaires. Effect sizes were small to moderate. Only two of five RC subcategories showed significant differences between pre- and post-course questionnaires: Information Management strategies and Evaluation. Directed content analysis revealed that students displayed an increase in metacognitive knowledge, particularly in the KC domain. Although RC developed for some learners, others also had insightful comments about challenges in this area-particularly regarding planning, motivation, and focus while learning independently. These results show that metacognitive training in an undergraduate anatomy course can improve students' metacognitive awareness. However, more targeted, specific strategies may be useful to develop students' metacognitive regulation.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":"87-96"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142714788","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