Anatomical Sciences Education最新文献_第2页

Does viewing pre-lab dissection summary videos correlate with student performance outcomes in medical gross anatomy?

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-20 DOI: 10.1002/ase.70025

Megan E Kruskie, Rebecca L Wisner, Jessica N Byram, Tracy Vargo-Gogola, Andrew S Deane

{"title":"Does viewing pre-lab dissection summary videos correlate with student performance outcomes in medical gross anatomy?","authors":"Megan E Kruskie, Rebecca L Wisner, Jessica N Byram, Tracy Vargo-Gogola, Andrew S Deane","doi":"10.1002/ase.70025","DOIUrl":"https://doi.org/10.1002/ase.70025","url":null,"abstract":"Pre-lab summary videos supplement gross anatomy courses by helping students navigate difficult concepts, increasing student confidence, and allowing for content review outside the laboratory. Few studies have examined the direct correlation between video viewing and performance outcomes. This study uses performance outcome data from six consecutive statewide cohorts (2018-2023) at the Indiana University School of Medicine (IUSM) to test the hypothesis that increased video viewing correlates with increased individual student and average cohort performance outcomes. Total number of views and total and average time viewed were aggregated for all student cohorts with access to pre-lab summary videos (2020-2023). Correlations between video viewing variables and student performance (Pearson's R coefficient) were used to determine if video viewing habits predict individual student performance outcomes. A one-way ANOVA with a post hoc Bonferroni correction was used to compare averaged cohort performance outcomes. There is a positive correlation between video viewing and individual student performance outcomes, and increased viewing time predicts higher performance outcomes. Performance outcomes in 2020 were not significantly different from preceding cohorts without video access, but there was a significant increase in all subsequent cohorts (2021-2023). Pre-lab summary videos are a valuable supplement to anatomy instruction that predicts individual student performance outcomes. While significant increases in average cohort performance outcomes in 2021-2023 are coincident with an observed increase in student viewing habits, video viewing is likely one of a varied set of factors that may have contributed to gains in average performance outcomes.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143661781","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

"Are You Stronger Than a Lemur?" An effective, interactive STEM outreach program for increasing anatomical and biomechanical knowledge across diverse populations.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-19 DOI: 10.1002/ase.70012

Melody W Young, Noah D Chernik, Stratos J Kantounis, Matthew J Cannata, James Q Virga, Reuben N Jacobson, Jon A Gustafson, Aleksandra S Ratkiewicz, Enkhjin Batbayar, Badamkhand Monhochir, Binderiya Munkhbat, Minjin Bolortsetseg, Carol Weintraub, Stan Silverman, Gabby Guilhon, Edwin Dickinson, Michael C Granatosky

{"title":"\"Are You Stronger Than a Lemur?\" An effective, interactive STEM outreach program for increasing anatomical and biomechanical knowledge across diverse populations.","authors":"Melody W Young, Noah D Chernik, Stratos J Kantounis, Matthew J Cannata, James Q Virga, Reuben N Jacobson, Jon A Gustafson, Aleksandra S Ratkiewicz, Enkhjin Batbayar, Badamkhand Monhochir, Binderiya Munkhbat, Minjin Bolortsetseg, Carol Weintraub, Stan Silverman, Gabby Guilhon, Edwin Dickinson, Michael C Granatosky","doi":"10.1002/ase.70012","DOIUrl":"https://doi.org/10.1002/ase.70012","url":null,"abstract":"Access to high-quality outreach programs is crucial for preparing students for STEM careers, yet traditional classrooms often lack diverse, hands-on learning opportunities, particularly in anatomy and evolutionary biology. We present \"Are You Stronger Than a Lemur?\"-an interactive STEM activity that introduces K-12 students to fundamental concepts in anatomy, evolution, physics, and data analysis through real-world applications. Participants formulate hypotheses, collect and analyze data, and engage with age-tailored educational materials that support differentiated learning. We assessed the program's effectiveness through pre- and post-program knowledge assessments across 1670 participants (1045 eligible responses) from the United States and Mongolia. Results showed a significant increase in knowledge acquisition in anatomy, evolution, physics, statistics, and zoology. After controlling for confounding variables, we also observed a significant increase in interest in STEM careers. \"Are You Stronger Than a Lemur?\" bridges gaps in STEM education, particularly in underrepresented fields like anatomy and evolutionary biology, by providing an adaptable program suited to different age groups, genders, and countries. Its success lies in connecting theoretical concepts to tangible data, fostering critical thinking, problem-solving, and data interpretation skills. The program not only reinforces core STEM concepts but also offers students a unique, engaging experience that deepens their understanding and enhances their potential for future STEM careers.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143655576","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

Seven questions for a student's donor: Evaluation of a fictional conversation lends insight into professional identity formation in medical students.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-19 DOI: 10.1002/ase.70023

John Arthur, Waleed Aldadah, Meghan Bernier, Andrew Ko, Jennifer F Dennis

{"title":"Seven questions for a student's donor: Evaluation of a fictional conversation lends insight into professional identity formation in medical students.","authors":"John Arthur, Waleed Aldadah, Meghan Bernier, Andrew Ko, Jennifer F Dennis","doi":"10.1002/ase.70023","DOIUrl":"https://doi.org/10.1002/ase.70023","url":null,"abstract":"Reflection exercises have been used within anatomy education to evaluate empathy, humanism, and professionalism. A typical reflection exercise consists of directed prompts to guide the student's reflection as it relates to the experience and/or research question. The aim of this study was to utilize reflections through an open-ended format to enable students to explore their experience participating in donor dissection as they form their professional identity. The \"Seven Questions\" exercise was developed to create an imaginary discourse between the medical student and their donor. Students were prompted to provide seven questions they would like to ask their donor, if still living, and provide a 2-3 sentence explanation as to their interest, meaning, and/or purpose of each question. Submissions (n = 418) were evaluated using thematic analysis and four themes were identified: body donation, career development, patient history, and donor gestalt. The theme of body donation included questions specific to the decision to donate one's body for medical education, sharing one's decision with family and electing educational vs. organ donation. The career development theme included questions focused on the donor's previous experience with physicians, hesitation regarding student dissection, and advice for the student dissector. The third theme, patient history, included inquiries related to social history, review of systems, and family history. The final theme of donor gestalt focused on the donor's self-care and legacy. Student responses suggest that dissection and the donor experience organically support students modeling physician behaviors and should be considered as an educational opportunity to aid in developing physician identity.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143655624","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

Gamifying anatomy outreach: An underexplored opportunity.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-18 DOI: 10.1002/ase.70019

Mikaela L Stiver, Aamna Naveed, John Chilton, Siobhan M Moyes

{"title":"Gamifying anatomy outreach: An underexplored opportunity.","authors":"Mikaela L Stiver, Aamna Naveed, John Chilton, Siobhan M Moyes","doi":"10.1002/ase.70019","DOIUrl":"https://doi.org/10.1002/ase.70019","url":null,"abstract":"This article explores the underutilized potential of incorporating gamified approaches into anatomy outreach initiatives. While gamification and game-based learning approaches have been widely adopted in formal educational settings, there is a surprising lack of research on their application for community-based public engagement with anatomy. We emphasize the importance of involving community partners from the outset to co-design gamified outreach activities. A collaborative approach tailors the final products to the needs, preferences, and resources of the target audiences. By actively involving end users, co-design fosters a sense of ownership, relevance, and long-term sustainability for the educational resources. This article also presents a practical guide for evidence-based implementation of gamified anatomy outreach, drawing on key learning theories. We discuss strategies for supporting participant motivation and fostering an optimal \"flow\" state, as well as principles of cognitive load theory and social learning. We also apply each of these theoretical frameworks to illustrative examples, demonstrating how gamified learning can enhance the accessibility, engagement, and retention of complex anatomical concepts. We conclude by presenting practical distinctions between implementing gamified approaches in academic versus community settings, highlighting considerations around technology, resources, and audience diversity. By bridging the gap between gamified learning research and public engagement principles, this article aims to provide practical guidance for anatomy educators, outreach coordinators, and game designers seeking to create more accessible, equitable, and impactful experiences for their communities.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143655594","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

The importance of science communication and public engagement to professional associations.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-16 DOI: 10.1002/ase.70017

Martine Dunnwald, Valerie B DeLeon, Anne M Burrows

{"title":"The importance of science communication and public engagement to professional associations.","authors":"Martine Dunnwald, Valerie B DeLeon, Anne M Burrows","doi":"10.1002/ase.70017","DOIUrl":"https://doi.org/10.1002/ase.70017","url":null,"abstract":"Scientific associations exist to serve their members and advance their science. They also provide a platform for scientists to communicate their science and engage with the public, such as hosting free resources on their web pages and organizing outreach activities with local communities. Historically, scientific associations were often internally focused. Despite the common stereotype of exclusive clubs of gentleman naturalists, there are numerous examples since the 17th century of scientific associations encouraging public engagement. This became increasingly common, and throughout the last several decades, scientific associations like the American Association for Anatomy (AAA) have been working to make changes in how science, scientists, and the public work together to produce the best scientific outcomes. This viewpoint defines different levels of relationships between the scientist and the public and how they affect outcomes related to the public's trust in science and scientists. It then provides a historical perspective on how associations have contributed to the communication of science. Lastly, it discusses the role of associations in science communication and public engagement and whether it is important for associations and why. It concludes with examples of the strategic programs of AAA that demonstrate how scientific associations can support public engagement, resulting in benefits to the public, scientists, and the anatomical sciences.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639372","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

Implementation of digital storytelling in an occupational therapy gross anatomy course

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-16 DOI: 10.1002/ase.70008

Haley L. Nation, Carrie Elzie

{"title":"Implementation of digital storytelling in an occupational therapy gross anatomy course","authors":"Haley L. Nation, Carrie Elzie","doi":"10.1002/ase.70008","DOIUrl":"10.1002/ase.70008","url":null,"abstract":"This discursive article explores the integration of digital storytelling into an occupational therapy gross anatomy course as a novel pedagogical approach to deepen students' understanding of the functional significance of hand anatomy. Digital storytelling utilizes technology to produce self-narrated meaningful stories and presentations that allow for a rich interaction with the audience. Digital storytelling in the classroom has been demonstrated to engage students, improve literacy skills, and stimulate creativity. The goal of this project was to challenge occupational therapy students to reflect on the role of hands in personal and community contexts through digital storytelling. Two digital storytelling projects were assigned to first year occupational therapy students enrolled in a gross anatomy course; one project was to capture the importance of their hands and the other to express the importance of a community member's hands. Students' meaningful submissions and positive feedback indicate that the Digital Hand Stories served as a valuable activity. These activities enabled students to reflect on the functional and symbolic roles of hands in both personal and professional contexts. The project motivated occupational therapy students to consider the importance of their hands beyond their anatomical structures.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 4","pages":"373-378"},"PeriodicalIF":5.2,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639366","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

The art and craft of anatomy.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-16 DOI: 10.1002/ase.70020

Janet Philp, Joan Smith

{"title":"The art and craft of anatomy.","authors":"Janet Philp, Joan Smith","doi":"10.1002/ase.70020","DOIUrl":"https://doi.org/10.1002/ase.70020","url":null,"abstract":"Understanding human anatomy is crucial for improving public health outcomes; however, effective methods of engaging the public in this domain remain underexplored. This report investigates four hands-on, creative, and accessible methods for enhancing anatomical knowledge during public engagement events: drawing, clay modeling, needle felting, and baking. Drawing on the principles of the Portal to Public Framework and adult learning theory, we explore how each method offers ethical and inexpensive opportunities for interactive learning, devoid of complex health, and safety and ethical concerns. Through 15 years of implementing these activities in public workshops, we demonstrate how the act of creating tangible representations of anatomical parts not only facilitates deeper understanding but also allows participants to embody the learned concepts unconsciously, aiding retention and engagement. Our findings suggest that these kinesthetic and haptic learning experiences significantly enhance the public's anatomical knowledge and engagement, offering vital insights into effective educational practices outside of formal settings. This article discusses the theoretical underpinnings and practical applications of these methods, highlighting their potential to transform public health education by making learning both accessible and impactful.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143639368","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. 18, Issue 3, 2025 Cover Image

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-14 DOI: 10.1002/ase.70022

引用次数: 0

Editorial Board and Table of Contents

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-14 DOI: 10.1002/ase.2441

引用次数: 0

Illustrator-anatomist-clinician triad based pedagogical model in anatomy education: An auxiliary resource amidst lack of hands-on human dissection

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-12 DOI: 10.1002/ase.70018

Maud Creze, Sanjib Kumar Ghosh

{"title":"Illustrator-anatomist-clinician triad based pedagogical model in anatomy education: An auxiliary resource amidst lack of hands-on human dissection","authors":"Maud Creze, Sanjib Kumar Ghosh","doi":"10.1002/ase.70018","DOIUrl":"10.1002/ase.70018","url":null,"abstract":"Adherence to the highest ethical standards is mandatory while handling precious human tissues received through the altruistic act of body donation. In 2019, misconduct at the Body Donation Center in Paris led to its closure. This adversely affected the hands-on human dissection sessions within the anatomy education program at Université Paris-Saclay. Consequently, the anatomy education program needed to be modified to bridge the gap between theoretical anatomy knowledge and its reinforcement by hands-on human dissection. Anatomy educators at Université Paris-Saclay designed an “illustrator-anatomist-clinician” triad-based pedagogical model, which was incorporated as a core component of an elective module for third-year medical students. This model involves a combination of live illustration, dissection-demonstration, and clinical correlation of anatomical details of selected regions of the human body. An illustrator presents and interprets anatomical detail as the anatomist reveals these structures in a stepwise dissection approach, and a clinician completes the triad by presenting clinical cases relevant to the respective anatomical region with their surgical and radiological details. The present study aims to describe the structure, implementation, and outcome of this triad-based pedagogical model. It may be applicable to other anatomy education programs that face access problems to hands-on human dissection for various reasons and demonstrate its feasibility as a resource when human dissection is not available.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 4","pages":"386-405"},"PeriodicalIF":5.2,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143612804","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