Anatomical Sciences Education最新文献_第2页

Anatomical Sciences Education Vol. 18, Issue 10, 2025 Cover Image 解剖科学教育卷18，第10期，2025年封面图像

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-09 DOI: 10.1002/ase.70134

引用次数: 0

Editorial Board and Table of Contents 编辑委员会和目录

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-09 DOI: 10.1002/ase.2455

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"A lot of it is about feel": The promise of sensory ethnography for anatomical education research. “很多都是关于感觉的”：感官人种学对解剖学教育研究的承诺。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-09 DOI: 10.1002/ase.70133

Paula Cameron, Olga Kits, Anna MacLeod

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Medical Jargon: A game-based anatomy and physiology review for high school students in a summer pathway program. 医学术语：一个基于游戏的高中学生解剖学和生理学回顾在夏季途径计划。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-09 DOI: 10.1002/ase.70132

Andrew Bloh, Juan Riesta, Adedayo Adepoju, Maria Soto-Greene, Jeremy J Grachan

{"title":"Medical Jargon: A game-based anatomy and physiology review for high school students in a summer pathway program.","authors":"Andrew Bloh, Juan Riesta, Adedayo Adepoju, Maria Soto-Greene, Jeremy J Grachan","doi":"10.1002/ase.70132","DOIUrl":"https://doi.org/10.1002/ase.70132","url":null,"abstract":"Active learning strategies, particularly game-based learning (GBL), have been shown to enhance student engagement and knowledge acquisition across various educational contexts. This study investigates the impact of a GBL activity, \"Medical Jargon,\" for high school students learning anatomy and physiology while participating in the 2024 Summer Youth Scholars Program (SYSP) at Rutgers New Jersey Medical School. Thirty students attended a nine-part lecture series covering anatomy and physiology topics over 4 weeks in June and July 2024. The program concluded with \"Medical Jargon,\" a game modeled after the game show \"Password,\" designed to reinforce key concepts. Knowledge assessments (scored out of 100%) were administered at three time points: pre-course, pre-game, and post-game. Surveys were used to evaluate students' confidence, interest, and perceptions of GBL using a 5-point Likert scale. A one-way repeated-measures ANOVA showed a significant increase in assessment scores (n = 24) from pre-course (M = 51.04, SD = 12.77) to pre-game (M = 66.67, SD = 15.44, p = 0.001) and from pre-course to post-game (M = 74.17, SD = 20.25, p < 0.001). No significant improvement was observed between the pre-game and post-game assessments (p = 0.219). Surveys (n = 26) revealed a significant increase in confidence in anatomy and physiology knowledge from the pre-course (M = 2.5, SD = 0.76) to the post-course survey (M = 3.19, SD = 0.90). These findings suggest that while lecture-based instruction is effective for knowledge acquisition, GBL activities like \"Medical Jargon\" can enhance confidence and reinforce learning. Future research should examine the long-term impact of GBL on retention and its potential to sustain interest in healthcare careers among youth learners.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145256891","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}

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A video dissection guide for the en bloc extraction of the human central nervous system. 用于人体中枢神经系统整体提取的视频解剖指南。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-07 DOI: 10.1002/ase.70130

Marie-France Izere Vugampore, Erika V Alor, Gavin R Hoffman, Rebecca J Wiltgen, Debra Szuster, Patrick W Frank, Carlos A C Baptista, Maureen E Stabio

{"title":"A video dissection guide for the en bloc extraction of the human central nervous system.","authors":"Marie-France Izere Vugampore, Erika V Alor, Gavin R Hoffman, Rebecca J Wiltgen, Debra Szuster, Patrick W Frank, Carlos A C Baptista, Maureen E Stabio","doi":"10.1002/ase.70130","DOIUrl":"https://doi.org/10.1002/ase.70130","url":null,"abstract":"Many professional health programs have transitioned from regional anatomy courses to integrated curricula, in which anatomy is taught longitudinally within a series of systems-based courses. With this shift, systems-based prosections have become increasingly valuable for anatomy education. However, most dissection guides are regionally focused, and few systems-based guides exist. In 2017, a novel written dissection guide for the en bloc extraction of the full central nervous system (CNS) was published in Anatomical Sciences Education, and the educational utility of this resource was highly rated by graduate and medical students. Building on this work, we developed a 19-min video guide for the en bloc CNS extraction to improve the approachability and accessibility of this dissection. The video provides step-by-step instructions for removing, in one piece, the brain, brainstem, spinal cord, spinal roots, cauda equina, and cranial nerve roots, including the optic nerves and eyes. Two separate cohorts of anatomy master's students evaluated the video dissection guide in 2016 (n = 5) and 2024 (n = 5). While statistically significant differences were found between the cohorts in terms of prior dissection experience, no differences were found in perceived usefulness of the videos or total dissection time, with a mean completion time of 4 h ± 12 min (SD, n = 8; two cases were omitted due to inconsistent CNS preservation). Moreover, 100% of participants recommended the CNS dissection for future students. Four of the CNS blocks were plastinated and have been used extensively to instruct students at various stages of learning, from pre-college learners to advanced medical trainees.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145243328","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

Optimizing anatomy dissection teams using the Yukari method: A peer compatibility-based approach. 使用Yukari方法优化解剖解剖团队：基于同行兼容性的方法。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-03 DOI: 10.1002/ase.70124

Tohru Murakami, Toru Araki, Yuki Tajika, Hitoshi Ueno, Sotaro Ichinose, Hirohide Iwasaki, Hiroshi Yorifuji

{"title":"Optimizing anatomy dissection teams using the Yukari method: A peer compatibility-based approach.","authors":"Tohru Murakami, Toru Araki, Yuki Tajika, Hitoshi Ueno, Sotaro Ichinose, Hirohide Iwasaki, Hiroshi Yorifuji","doi":"10.1002/ase.70124","DOIUrl":"https://doi.org/10.1002/ase.70124","url":null,"abstract":"Human anatomy dissection serves as a cornerstone of medical education, fostering not only anatomical knowledge but also teamwork and professionalism. Given the considerable intellectual, physical, and emotional demands of dissection, effective team dynamics are essential for student success. To enhance learning experiences and academic outcomes, we developed the \"Yukari method\"-an automated system for optimizing anatomy dissection team assignments. This method uses a heuristic local search algorithm to maximize peer compatibility based on student peer preferences and motivation levels collected via a secure web survey. Compared to random and self-selected teams, those assigned using the Yukari method showed approximately a 10% improvement in academic performance. Student satisfaction with Yukari-assigned teams was significantly higher than with random assignment and comparable to self-selection. This increased satisfaction, in turn, correlated with better academic outcomes. These findings suggest that the Yukari method is effective in medical education and potentially useful in other team-based disciplines, such as engineering and social sciences.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145211152","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

A gamified resource for learning anatomy terminology aids retention. 学习解剖学术语的游戏化资源有助于保留。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-03 DOI: 10.1002/ase.70127

Eva M Sweeney, Rose Beavis, Amie Lowry, Alexandra McCulla

{"title":"A gamified resource for learning anatomy terminology aids retention.","authors":"Eva M Sweeney, Rose Beavis, Amie Lowry, Alexandra McCulla","doi":"10.1002/ase.70127","DOIUrl":"https://doi.org/10.1002/ase.70127","url":null,"abstract":"A card game, \"Hold your Nerve,\" was developed to aid memorization of anatomy terminology in small-group learning formats. Each of the 719 cards consisted of an anatomical term and its definition. To play, a student blindly holds a card so as to block the definition but display the term to the group, who must provide verbal/physical clues to help the student guess the term. The group can request the definition to be revealed to aid clue generation. Students take turns being the guesser and assess progress by the number of successfully guessed words, with and without clues. Guesser or group performance can be compared to introduce a competitive element. The game was tested with 38-second-level students at Queen's University Belfast. Institutional ethical approval and informed consent were obtained prior to the study. Students completed a pre-test and then were assigned to a nonplaying group or a group that played the game in groups of 3-6 for 20 minutes. Both groups completed a post-test and evaluation survey. Playing groups had an average improvement of 9.1% and 5.1% in sessions 1 and 2, respectively, whereas nonplaying groups showed changes of 4.1% and -1.4%. Only the improvement in scores in the playing groups was significant (session 1 p = 0.031, session 2 p = 0.047). All agreed the game was helpful for revising lecture content; 95% agreed it would be a useful addition to their studies, and 97% enjoyed playing the game. An e-copy of the cards can be requested from the corresponding author.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145211116","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

More than roll, move and multiple-choice questions: Application of tabletop game mechanics in anatomy education. 不只是滚动、移动和选择题：桌面游戏机制在解剖学教学中的应用。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-30 DOI: 10.1002/ase.70122

Michael Cosimini, Mizan Gaillard, Sarah Louise Edwards

{"title":"More than roll, move and multiple-choice questions: Application of tabletop game mechanics in anatomy education.","authors":"Michael Cosimini, Mizan Gaillard, Sarah Louise Edwards","doi":"10.1002/ase.70122","DOIUrl":"https://doi.org/10.1002/ase.70122","url":null,"abstract":"Anatomy is a challenging topic, and educators have used games as a tool to teach the content. The three-dimensional aspects of anatomy provide unique advantages and challenges for presentation in a tabletop game format. Games are built on mechanics, which include the actions players take, such as rolling dice to move a pawn. Integration of the game mechanics with learning goals can lead to better outcomes by allowing players to explore the content through gameplay. We hypothesize that educators making games for anatomy education will have adopted tabletop game mechanisms that facilitate this integration of the educational content with the gameplay. To explore this a body of games for anatomy education was generated from online sources of games and the literature. Online and literature content, including game rules or videos when available, were reviewed, and mechanisms were categorized by the framework in Building Blocks of Tabletop Game design. Thirty-two games with sufficient information for analysis were identified, and the relation of the game mechanics to the educational content is described. The most common mechanics connected to the learning goals were question and answers, communication limits and set collection. Strongly integrated examples included using tabletop mechanics to travel through neuroanatomy, collecting related sets of anatomic components and tracing pathways for the spread of oral infections. We have found designers of games for anatomy education have adopted variable tabletop game mechanics based on the content area being presented, ranging from games as a framework for quiz questions to more robustly integrated educational content.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145190488","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

Risky or rigorous? Developing trustworthiness criteria for AI-supported qualitative data analysis. 冒险还是严谨？为人工智能支持的定性数据分析制定可信度标准。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-26 DOI: 10.1002/ase.70125

Michelle D Lazarus, Linxuan Zhao, Andrew Gibson, Roberto Martinez-Maldonado, Georgina C Stephens

引用次数: 0

Exploring spatial understanding and cognitive load using ultrasound in learning cardiac anatomy: A pilot study. 利用超声探索空间理解和认知负荷在心脏解剖学习中的应用：一项初步研究。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-08 DOI: 10.1002/ase.70118

Johanna Maria de Lange, Karin J Baatjes, Wouter Willaert, Janine C Correia

{"title":"Exploring spatial understanding and cognitive load using ultrasound in learning cardiac anatomy: A pilot study.","authors":"Johanna Maria de Lange, Karin J Baatjes, Wouter Willaert, Janine C Correia","doi":"10.1002/ase.70118","DOIUrl":"https://doi.org/10.1002/ase.70118","url":null,"abstract":"Although ultrasound (US) appears to complement traditional anatomy teaching, limited objective data exist on its efficacy. Existing literature often relies on student perceptions rather than performance-based outcomes. Additionally, the role of spatial understanding (SU)-the ability to mentally manipulate and interpret 3D anatomical relationships-and cognitive load (CL)-the mental effort required to learn-remains underexplored in the context of US-based instruction. The study consisted of three parts, with assessments before and after the US session. Prior to the session, students completed two paper-based tests on SU and cardiovascular system (CVS) anatomy. During the session, cardiac anatomy was explored through an introduction to US physics, a practical demonstration, and hands-on practice. Post-session, SU and CVS knowledge were reassessed, and participants completed a CL Scale Questionnaire. Thirty-one students participated in the study. Pre- and post-testing of CVS anatomy knowledge showed a mean increase of 11.33% (p < 0.05), while participants' mean SU scores improved from 65.71% to 81.04% (p < 0.05). The highest student rating on the CL Scale was observed when measuring the germane load, specifically the item assessing perceived learning (8.55 ± 1.31), while the lowest rating was reported for measurement of extraneous load, particularly the item assessing distractions (1.23 ± 1.61). This study provided insightful reports on the efficacy of US on SU and CL in anatomy education, showing its potential to improve learning outcomes and prepare students for clinical practice.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022493","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