Anatomical Sciences Education最新文献_第3页

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 : 2024-09-30 DOI: 10.1002/ase.2508

引用次数: 0

Anatomical Sciences Education Vol. 17, Issue 7, 2024 Cover Image 解剖科学教育》第 17 卷第 7 期，2024 年封面图片

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-30 DOI: 10.1002/ase.2509

引用次数: 0

Efficacy of virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis. 虚拟现实和增强现实在解剖学教育中的功效：系统回顾与荟萃分析。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-19 DOI: 10.1002/ase.2501

Sajjad Salimi, Zahra Asgari, Amirreza Mohammadnejad, Ashkan Teimazi, Mitra Bakhtiari

{"title":"Efficacy of virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis.","authors":"Sajjad Salimi, Zahra Asgari, Amirreza Mohammadnejad, Ashkan Teimazi, Mitra Bakhtiari","doi":"10.1002/ase.2501","DOIUrl":"https://doi.org/10.1002/ase.2501","url":null,"abstract":"Anatomy is the cornerstone of medical education. Virtual reality (VR) and augmented reality (AR) technologies are becoming increasingly popular in the development of anatomy education. Various studies have evaluated VR and AR in anatomy education. This meta-analysis aims to evaluate the effectiveness of VR and AR in anatomical education. The protocol was registered in Prospero. Scopus, PubMed, Web of Science, and Cochrane Library databases were searched. From the 4487 articles gathered, 24 randomized controlled trials were finally selected according to inclusion criteria. According to the results of the meta-analysis, VR had a moderate and significant effect on the improvement of knowledge scores in comparison with other methods (standardized mean difference = 0.58; 95% CI = 0.22, 0.95; p < 0.01). Due to the high degree of heterogeneity (I2 = 87.44%), subgroup analyses and meta-regression were performed on eight variables. In enhancing the \"attitude,\" VR was found to be more \"useful\" than other methods (p = 0.01); however, no significant difference was found for \"enjoyable\" and \"easy to use\" statements. Compared with other methods, the effect of AR on knowledge scores was non-significant (SMD = -0.02; 95% CI = -0.39, 0.34; p = 0.90); also, in subgroup analyses and meta-regression, the results were non-significant. The results indicate that, unlike AR, VR could be used as an effective tool for teaching anatomy in medical education. Given the observed heterogeneity across the included studies, further research is warranted to identify those variables that may impact the efficacy of VR and AR in anatomy education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142277487","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 need to identify anatomy-related competencies in medical education. 在医学教育中确定解剖学相关能力的必要性。

IF 7.3 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-18 DOI: 10.1002/ase.2515

Syarifah Aisyah Syed Abd Halim,Muhamad Saiful Bahri Yusoff,Mohamad Nurman Yaman,Nurhanis Syazni Roslan,Tg Fatimah Murniwati Tengku Muda,Ramiza Ramza Ramli,Fairrul Kadir,Siti Nurma Hanim Hadie

{"title":"The need to identify anatomy-related competencies in medical education.","authors":"Syarifah Aisyah Syed Abd Halim,Muhamad Saiful Bahri Yusoff,Mohamad Nurman Yaman,Nurhanis Syazni Roslan,Tg Fatimah Murniwati Tengku Muda,Ramiza Ramza Ramli,Fairrul Kadir,Siti Nurma Hanim Hadie","doi":"10.1002/ase.2515","DOIUrl":"https://doi.org/10.1002/ase.2515","url":null,"abstract":"A profound grasp of anatomy is indispensable for shaping competent and safe medical practitioners. This knowledge acquisition is pivotal in the early stages of medical education and remains crucial throughout clinical training. However, the evolving landscape of medical education has ushered in changes to the anatomy curriculum, marked by a reduction in contact hours and a streamlined content structure to accommodate novel subjects and teaching methodologies. This transformation has precipitated a quandary in defining the essential scope and depth of anatomical knowledge to be imparted. Traditionally, surgeons assumed the role of anatomy instructors until Flexner's recommendations catalyzed the integration of trained anatomists. Nevertheless, the varied backgrounds of anatomists and the heterogeneity in anatomy curricula across institutions have introduced potential disparities in the quality of graduates. Addressing these challenges mandates the identification of key anatomy competencies tailored for undergraduate medical students. The imperative lies in ensuring that these competencies span cognitive, psychomotor, and affective domains, offering not only comprehensiveness but also direct applicability to clinical practice. Hence, this viewpoint highlights the necessity of adopting a systematic approach that includes gathering input from various stakeholders in developing and implementing a universal anatomy core competency framework, ensuring graduates are equipped for the multifaceted demands of clinical practice. Overall, the manuscript provides a comprehensive overview of the challenges and opportunities in anatomy education, with a clear call to action for a transformative approach to meet the evolving needs of medical practice.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"23 1","pages":""},"PeriodicalIF":7.3,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248327","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

An exploration of metacognitive practices in medical educators 探索医学教育工作者的元认知实践。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-16 DOI: 10.1002/ase.2503

Andrew S. Cale, Margaret A. McNulty

{"title":"An exploration of metacognitive practices in medical educators","authors":"Andrew S. Cale, Margaret A. McNulty","doi":"10.1002/ase.2503","DOIUrl":"10.1002/ase.2503","url":null,"abstract":"Metacognition is the ability to monitor and evaluate one's thoughts about learning and has been shown in some studies to improve the effectiveness of instructors. With dissection-based gross anatomy, instructors dynamically use their metacognition to monitor student learning and adapt their teaching at tableside. This study explored the metacognition of instructors as they taught in an anatomy course for allied health students. All instructors in a doctoral-level gross anatomy course at a single institution, including faculty, associate instructors (AIs), and teaching assistants (TAs), were invited to participate. At the start and end of the course, participating instructors completed pre- and post-questionnaires, which included the Teacher Metacognition Inventory (TMI), a 28-item survey that assesses metacognition as it relates to teaching. After labs, instructors completed reflective journals to provide deeper insight into their metacognition. Reflective journals were then thematically analyzed. Thirteen (52%) instructors participated in this study, including five faculty, three AI, and five TAs. Between the start and end of the course, total TMI score increased from 108.8 to 114.3 (p = 0.046). TAs exhibited the greatest change in total TMI score (Δmean = +11.4) followed by faculty (Δmean = +3.2) and AIs (Δmean = −0.7). Several themes were also identified. For example, TAs were more internally focused on content mastery, whereas faculty were externally focused on interpersonal factors (e.g., inclusive language). These insights into the metacognition of anatomy instructors, though limited in reliability and generalizability, may inform how to best support their professional development. Novices may benefit from content reviews, while experienced instructors may benefit from inclusivity or communications training.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1485-1494"},"PeriodicalIF":5.2,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142277486","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

Finding an ethical framework for public dissections: The consent–context duality 为公开解剖寻找伦理框架：同意与背景的二元性。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-03 DOI: 10.1002/ase.2516

David Gareth Jones

引用次数: 0

Contemporary ethical standards and the presence of exhibitors at anatomy conferences 当代道德标准和参展商出席解剖学会议。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-03 DOI: 10.1002/ase.2517

Jon Cornwall, Sabine Hildebrandt, Brendon Billings, Beverley Kramer

引用次数: 0

Medical students' initial experiences of the dissection room and interaction with body donors: A qualitative study of professional identity formation, educational benefits, and the experience of Pasifika students. 医科学生在解剖室的初步体验以及与遗体捐献者的互动：关于专业身份形成、教育益处和太平洋岛国学生经历的定性研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-02 DOI: 10.1002/ase.2504

Jacob Madgwick, Lynley Anderson, Jon Cornwall

{"title":"Medical students' initial experiences of the dissection room and interaction with body donors: A qualitative study of professional identity formation, educational benefits, and the experience of Pasifika students.","authors":"Jacob Madgwick, Lynley Anderson, Jon Cornwall","doi":"10.1002/ase.2504","DOIUrl":"https://doi.org/10.1002/ase.2504","url":null,"abstract":"The first experience of medical students in the dissecting room (DR) likely influences professional identity formation (PIF). Sparse data exist exploring how exposure to the DR and body donors without undertaking dissection influences PIF, or how culture may influence this experience. This qualitative study explored students' first, non-dissection DR experience to determine how this contributes to PIF, including the impact of culture through a Pasifika-student lens. It also explored student perspectives on what learning opportunities are unique to this experience. Medical students with no prior DR experience were recruited and then interviewed after initial engagement with the DR and body donors. Questions included participant experiences, cultural perspectives, and how the DR differed from other teaching experiences. Interviews were recorded, transcribed, and analyzed thematically. Twenty students were interviewed (mean age 22 years, 12 females; 8 Pasifika) resulting in 520 min of audio recording (mean 26 min). Four primary themes were identified: professional identity formation, educational elements, death and spirituality, and cultural perspectives. Three subthemes including student experiences, behaviors, and environment were developed within each theme. Findings indicate development of PIF likely occurs from a single engagement with body donors without undertaking dissection, including recognition of professional role. Culture can play an important role for students, with several Pasifika students viewing the DR as a \"cultural purgatory\". Unique learning experiences are identified, such as cultural awareness around behaviors with the dead. The experience is an educational \"threshold concept\" where students likely undergo substantial developments in PIF, and educational initiatives to support students are outlined.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142118484","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 6, 2024 Cover Image 解剖科学教育》第 17 卷第 6 期，2024 年封面图片

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-29 DOI: 10.1002/ase.2507

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 : 2024-08-29 DOI: 10.1002/ase.2506

引用次数: 0