Anatomical Sciences Education最新文献_第3页

Exploring perceptions of alternative assessment and grading in graduate anatomy education. 探讨对研究生解剖教育中另类评估与评分的看法。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-12-31 DOI: 10.1002/ase.2550

Emily L Dietrich, Sean C McWatt

{"title":"Exploring perceptions of alternative assessment and grading in graduate anatomy education.","authors":"Emily L Dietrich, Sean C McWatt","doi":"10.1002/ase.2550","DOIUrl":"https://doi.org/10.1002/ase.2550","url":null,"abstract":"Alternative assessment approaches, such as pass/fail and feedback-based designs, aim to reduce academic stress and foster deeper learning. Few studies have examined feedback-based evaluation in formative settings in medical education, but none among graduate anatomy students. This exploratory study investigated the impact of feedback-based versus quiz-based assessments on graduate students' academic stress, motivation, and perceived learning quality in an anatomy course. Nine students were interviewed to discern perceptions of the impact of the different assessment types. Four instructors were interviewed to establish the philosophies behind their chosen assessment style, and their responses were compared to the perceptions of their students. Inductive thematic analyses of student interviews yielded multiple themes regarding considerations for the influence of assessment on academic-related anxiety and motivation: (1) communicating clear goals and expectations, (2) instructor approachability and individualized assessment, and (3) alignment between perceived effort and outcomes. Faculty interviewees demonstrated intentions to (1) promote non-technical skills, (2) provide authentic experiences, and (3) emphasize individualized assessment. However, there was some misalignment between instructors' goals and students' experiences, exacerbating students' stress and reducing their motivation. Feedback-based assessments were preferred for their perceived individualized nature and facilitation of deeper learning. Findings indicated that implementing feedback-based approaches, while ensuring constructive alignment, could reduce stress for graduate anatomy students. Furthermore, clear communication and instructor approachability can cultivate stronger teaching presence, which may enhance motivation, engagement, and the quality of learning outcomes. Implementing formative feedback-based assessments may, therefore, be an effective strategy to reduce stress and improve learning experiences for graduate-level anatomy students.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142908814","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

Beyond the blade: Unveiling the nexus of spirituality and human dissection among medical and allied health students in Nigeria. 刀片之外：揭示尼日利亚医学和相关健康学生的灵性和人体解剖关系。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-12-27 DOI: 10.1002/ase.2547

Izuchukwu Azuka Okafor, Jude Amechi Nnaka, Muritala Odidi Suleiman, Boma Uriah Erekosima, Smart Ikechukwu Mbagwu, Kingsley Chinemerem Ibeabuchi, Ojo Stephen Gbadegesin, Godwin Chinedu Uzomba, Aliyu Isah Aliyu

{"title":"Beyond the blade: Unveiling the nexus of spirituality and human dissection among medical and allied health students in Nigeria.","authors":"Izuchukwu Azuka Okafor, Jude Amechi Nnaka, Muritala Odidi Suleiman, Boma Uriah Erekosima, Smart Ikechukwu Mbagwu, Kingsley Chinemerem Ibeabuchi, Ojo Stephen Gbadegesin, Godwin Chinedu Uzomba, Aliyu Isah Aliyu","doi":"10.1002/ase.2547","DOIUrl":"https://doi.org/10.1002/ase.2547","url":null,"abstract":"This study investigated how human dissection affects students' spiritual beliefs, and how their existing spiritual beliefs influence their perceptions of human dissection. This cross-sectional study assessed 760 medical students with human dissection experience using an online questionnaire developed from interviews and the Spirituality Orientation Inventory, including questions on dissection experience, spirituality, spiritual perceptions about dissection, and the impact of dissection on spirituality. Descriptive analysis and Chi-squared tests were used to determine proportions and relationships between variables, with statistical significance at p < 0.05. Most students believe in an afterlife (75.1%), the concept of the soul (92.5%), and the human body as a vessel for the soul (91.3%). About half disagree that human dissection is disrespectful, and faith influences life choices for the majority (95.2%). Human dissection experience lowered students' belief in spirits' interaction with the physical world by 5%, increased their respect for the body (76.2%), and increased their self-reflection on mortality (84.4%). Despite the lack of profound mystical experiences (82.5%) resulting from the students' dissection experience, there were significant gender differences in the few reported experiences (p = 0.008). Also, there was a significant increase in students' belief in the human spirit following human dissection (p = 0.019). Dissection experience prompts students to reconsider their beliefs and their views of the human body. Despite retaining beliefs in the afterlife and the soul, students' belief in spirits' interaction with the physical world decreases marginally post-dissection. This study also shows that human dissection is not associated with mystical experiences.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142890615","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

Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety. 在解剖室与遗体捐献者的最初接触中支持少数民族文化：一项探索帕西菲卡医学院学生在文化和文化安全方面观点的试点研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-12-11 DOI: 10.1002/ase.2541

Jacob Madgwick, Lynley Anderson, Jon Cornwall

{"title":"Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety.","authors":"Jacob Madgwick, Lynley Anderson, Jon Cornwall","doi":"10.1002/ase.2541","DOIUrl":"https://doi.org/10.1002/ase.2541","url":null,"abstract":"The first experience of medical students in the dissecting room (DR) is a challenging event. Few data exist around whether or how culturally appropriate support is required in the DR for students from ethnic minorities. This pilot study explored Pasifika (peoples with heritage from the Pacific Islands) students' first experience of the DR and exposure to body donors to explore cultural perspectives around this event. Participants were second year Pasifika medical students with no prior engagement with body donors. Following a first exposure to body donors, semi-structured face-to-face interviews were conducted. Questioning explored how Pasifika students experienced initial DR engagement in regard to Pasifika culture and cultural safety. Interviews were recorded, transcribed, and analyzed thematically. Eight Pasifika students were interviewed (ages 18-32 years, mean 21.3 years, five females); mean interview duration 24.5 min. Four themes were identified: cultural observations, student behaviors, cultural safety, and cultural comfort. Dominant messages included the cultural challenges presented by this event, conformity of cultural behavior, identification of cultural safety being appropriate, and illumination of potential cultural support strategies. Current mechanisms supporting cultural safety were identified as adequate, which juxtaposed against behavior where students could not act in a culturally authentic manner. Suggestions were made around improving cultural comfort, such as the presence of elders or Christian-focused elements such as prayer. Enhanced cultural support could increase cultural comfort for the initial DR and body donor experience of Pasifika students, which may facilitate increased cultural knowledge and promote cultural diversity within the medical student cohort.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142805548","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

Naked eye three-dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study. 裸眼三维教学辅助系统在本科医学影像教学中的应用初探。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-12-08 DOI: 10.1002/ase.2540

Li-Na Ma, Rui Peng, Jing-Ji Xu, Qing-Ling Yang, A-Ceng Li, Ye Han, Lei Yuan, Fan Shen, Dan-Qing Yin, Min-Wen Zheng, Ya-Yu Huang, Jing Ren

{"title":"Naked eye three-dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study.","authors":"Li-Na Ma, Rui Peng, Jing-Ji Xu, Qing-Ling Yang, A-Ceng Li, Ye Han, Lei Yuan, Fan Shen, Dan-Qing Yin, Min-Wen Zheng, Ya-Yu Huang, Jing Ren","doi":"10.1002/ase.2540","DOIUrl":"https://doi.org/10.1002/ase.2540","url":null,"abstract":"The traditional approach of using PowerPoint (PPT) presentations in medical imaging theory classes hinders the spatial thinking ability of most students. Consequently, the learning outcomes are often unsatisfactory. This article proposes a naked eye three-dimensional (3D) medical imaging teaching assistant app based on augmented reality (AR) technology to enhance learning interest, teaching interaction, and effectiveness. The control group consisted of 50 undergraduate students from the 2018 clinical medicine major who receive traditional teaching, while the experimental group includes 52 undergraduate students from the 2019 cohort who utilize an AR-based naked eye 3D teaching assistant app in addition to traditional teaching methods. Based on Bloom's cognitive learning taxonomy (Remember, Understand, Apply, Analyze, Evaluate, and Create), corresponding teaching curricula and assessment methods were designed in order to achieve more in-depth learning of the curriculum. The evaluation of the teaching effectiveness between the two groups relied on exam scores and student satisfaction questionnaires, with statistical analyses conducted using t-test and Mann-Whitney U-test in SPSS. The experimental group and control group showed statistically significant differences in the theoretical examination scores (62.06 ± 3.06 vs. 59.82 ± 3.38), practical testing scores (22.90 ± 2.35 vs. 21.06 ± 2.65), and total scores (84.96 ± 4.58 vs. 80.88 ± 6.01). Likert scores showed the experimental group scored significantly higher in enjoyment, satisfaction, participation, efficiency, and understanding. They also reported high convenience scores for the app and desired continued use. The naked eye 3D teaching assistant system is an innovative and effective teaching model for undergraduate medical imaging education, enhancing student interest, student interaction, and teaching effectiveness and promising future applications.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142794064","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. 17, Issue 9, 2024 Cover Image 解剖科学教育卷17，第9期，2024年封面图像

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-12-02 DOI: 10.1002/ase.2513

引用次数: 0

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

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-12-02 DOI: 10.1002/ase.2512

引用次数: 0

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

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-11-09 DOI: 10.1002/ase.2510

引用次数: 0

Anatomical Sciences Education Vol. 17, Issue 8, 2024 Cover Image 解剖科学教育》第 17 卷第 8 期，2024 年封面图片

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-11-09 DOI: 10.1002/ase.2511

引用次数: 0

The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study 沉浸式虚拟现实应用（人体解剖学）对护理专业本科生自主学习能力的影响：横断面研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-11-07 DOI: 10.1002/ase.2534

Samar Thabet Jallad

{"title":"The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study","authors":"Samar Thabet Jallad","doi":"10.1002/ase.2534","DOIUrl":"10.1002/ase.2534","url":null,"abstract":"Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1764-1775"},"PeriodicalIF":5.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142589470","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

Teaching teen titans: An anatomy curriculum using superheroes for middle- and high school students in health professions outreach programs 教授青少年巨人：利用超级英雄为初高中学生开设解剖学课程，开展健康专业拓展项目。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-11-04 DOI: 10.1002/ase.2531

Rijul Asri, Humberto Baquerizo, Mercedes Padilla-Register, Maria Soto-Greene, Jeremy J. Grachan

{"title":"Teaching teen titans: An anatomy curriculum using superheroes for middle- and high school students in health professions outreach programs","authors":"Rijul Asri, Humberto Baquerizo, Mercedes Padilla-Register, Maria Soto-Greene, Jeremy J. Grachan","doi":"10.1002/ase.2531","DOIUrl":"10.1002/ase.2531","url":null,"abstract":"Health professions outreach programs are important avenues to increase interest in the fields of science, technology, engineering, and mathematics (STEM). One aspect of many of these programs is anatomy, which can be challenging to teach due to its scope. Creative teaching methods, such as the incorporation of examples from pop culture, can help students better access complex scientific concepts. This study aimed to assess the utility of a superhero-based anatomy curriculum as part of summer outreach programs at Rutgers New Jersey Medical School (NJMS). Students completed pre- and post-session surveys about their interest in the fields of STEM, their background knowledge of superheroes, and their thoughts on the effectiveness of using superheroes to learn anatomy. Prior to participating in the curriculum, most students were interested or very interested in the fields of STEM (72.4%). After the curriculum, most students (79.3%) reported that their interest expanded. Almost all students reported that the use of superheroes was beneficial to their learning experience (91.4%) and was preferred over traditional teaching methods (87.9%), despite not necessarily having existing background knowledge or interests in superheroes. Finally, some students felt that seeing the diverse identities of different superhero characters improved their ability to relate to the material. In conclusion, students felt that a superhero-based anatomy curriculum improved their interest in the fields of STEM and their learning experience. This suggests that creative teaching methods can effectively augment the existing mission of health professions outreach programs for a diverse group of students.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1756-1763"},"PeriodicalIF":5.2,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2531","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574822","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