Anatomical Sciences Education最新文献_第3页

A limited global perspective on what makes anatomical public engagement good or bad.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-10 DOI: 10.1002/ase.70013

Victoria Gomez, Janet A C Philp, Jason M Organ, Kat A Sanders

{"title":"A limited global perspective on what makes anatomical public engagement good or bad.","authors":"Victoria Gomez, Janet A C Philp, Jason M Organ, Kat A Sanders","doi":"10.1002/ase.70013","DOIUrl":"https://doi.org/10.1002/ase.70013","url":null,"abstract":"Anatomical public engagement has the potential to enhance anatomical literacy and patient-provider communication. However, the lack of consensus on effective practices, ethical considerations, and cultural sensitivities poses challenges for anatomists conducting outreach events. This study aimed to explore these issues by examining the international landscape of anatomical public engagement. A multi-language, online survey was distributed to anatomists worldwide with the help of the International Federation of Associations of Anatomists (IFAA), asking open-ended questions about their experiences and perspectives on good and bad public engagement practices, appropriate resources, cultural and accessibility considerations, and training needs. Responses from 50 participants across various continents were analyzed using inductive semantic thematic analysis. Eight major themes were identified, revealing problematic practices, considerations for designing effective outreach, and the importance of adapting outreach to audiences-all of which were underpinned by a need for more guidance. Respondents emphasized the importance of respectful and educational demonstrations, expressed varied opinions on the use of human and animal tissues, and highlighted the need to consider cultural norms and accessibility. Interactive, hands-on experiences were favored over didactic engagement methods. The findings highlight the need for establishing defined standards, ethical frameworks, and training programs to support anatomists in delivering inclusive and culturally aware outreach activities. Future research should explore public perspectives on effective anatomy engagement and address the identified gaps in training and resources. This study provides valuable insights for developing such guidelines and training programs to promote effective and ethical public engagement in anatomy.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143584000","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

Survey sabotage: Insights into reducing the risk of fraudulent responses in online surveys.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-10 DOI: 10.1002/ase.70015

James Bonnamy, Bethany Carr, Michelle D Lazarus, Clifford Connell

引用次数: 0

From body to image—Pernkopf's anatomical gaze and eyewitness accounts on the process of creating images from Nazi victims' bodies

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-09 DOI: 10.1002/ase.70001

Sabine Hildebrandt, Claudia Krebs

{"title":"From body to image—Pernkopf's anatomical gaze and eyewitness accounts on the process of creating images from Nazi victims' bodies","authors":"Sabine Hildebrandt, Claudia Krebs","doi":"10.1002/ase.70001","DOIUrl":"10.1002/ase.70001","url":null,"abstract":"The Pernkopf atlas is a well-known case study of anatomists' ethical transgressions in using bodies of Nazi victims for professional purposes and the relevance of this history for today. This study examines the likely sources from which Pernkopf developed his own anatomical gaze and pedagogical approach to depicting the human body. It also describes how he inserted himself in the process of creating images from human bodies, including those of executed Nazi victims. Eyewitness accounts allow a reconstruction of the workflow and an understanding of others involved, including morgue technicians, anatomists, work–study students, and illustrators. Also, it appears likely from these accounts that more bodies were needed than the number of 400 images created during the war years suggests, as often several copies of the same dissection, and thus several bodies, were needed for the painting of one image. An analysis of these processes is relevant as Pernkopf was not alone in his use of Nazi victims for anatomical representations. A study of his approach and processes may also shed light on the creation of other 20th century anatomical works from Nazi Germany and its annexed or occupied territories. Notably, the Spanner–Spalteholz atlas has a similar history of ethical transgressions, and the procedural steps identified here for the Pernkopf atlas may inform further studies of the Spanner–Spalteholz history. Going forward, these historical analyses can contribute to the development of history-informed and ethically grounded principles in the creation of innovative anatomical images, especially within emerging new technologies.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 3","pages":"277-288"},"PeriodicalIF":5.2,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143584001","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

From Valverde to Kulmus: Tracing the Western origins of Kaitai Shinsho's frontispiece design in early modern Japanese medicine

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-03-04 DOI: 10.1002/ase.70014

Chuan-Hang Yu, Toshihide Sato

{"title":"From Valverde to Kulmus: Tracing the Western origins of Kaitai Shinsho's frontispiece design in early modern Japanese medicine","authors":"Chuan-Hang Yu, Toshihide Sato","doi":"10.1002/ase.70014","DOIUrl":"10.1002/ase.70014","url":null,"abstract":"This study investigates the intriguing choice of frontispiece design in Kaitai Shinsho (1774), the first systematic Japanese translation of a Western anatomical text. While the main content of Kaitai Shinsho was translated from Johann Adam Kulmus's “Ontleedkundige Tafelen” (1734), its frontispiece notably deviates from Kulmus's original design, instead adopting the architectural framework and figure placement from Juan Valverde de Amusco's “Vivae Imagines” (1566). Through a comparative analysis of the frontispieces of these three anatomical texts, this study explores the significance of this design choice in the context of cross-cultural medical knowledge transfer in early modern Japan. The analysis reveals that the selection and adaptation of Valverde's design over Kulmus's reflects sophisticated considerations in presenting Western anatomical knowledge to a Japanese audience. The creation of the frontispiece followed Edo period publishing conventions with a specialized division of labor among artists, carvers, and printers. Through this collaborative process, Odano Naotake's artistic achievement in translating Western anatomical imagery into woodblock print form exemplifies the sophisticated cultural exchange of the period. The successful integration of Chinese characters within the classical Western architectural frame created a unique visual hybrid that effectively bridged Eastern and Western medical traditions. This thoughtful adaptation demonstrates that Japanese scholars were not passive recipients but active agents in shaping how Western medical knowledge would be presented to their audience. The study contributes to understanding how visual elements in medical texts served as crucial vectors for cross-cultural scientific exchange in the early modern period.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 4","pages":"415-419"},"PeriodicalIF":5.2,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143539660","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

Introducing the contextual digital divide: Insights from microscopic anatomy on usage behavior and effectiveness of digital versus face-to-face learning 介绍背景数字鸿沟：从微观解剖学角度洞察数字学习与面对面学习的使用行为和效果。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-02-28 DOI: 10.1002/ase.70010

Morris Gellisch, Juliane Cramer, Justin Trenkel, Franziska Bäker, Martin Bablok, Gabriela Morosan-Puopolo, Thorsten Schäfer, Beate Brand-Saberi

{"title":"Introducing the contextual digital divide: Insights from microscopic anatomy on usage behavior and effectiveness of digital versus face-to-face learning","authors":"Morris Gellisch, Juliane Cramer, Justin Trenkel, Franziska Bäker, Martin Bablok, Gabriela Morosan-Puopolo, Thorsten Schäfer, Beate Brand-Saberi","doi":"10.1002/ase.70010","DOIUrl":"10.1002/ase.70010","url":null,"abstract":"In recent years, there has been a growing trend toward the digitization of education, highlighting the need to understand how different learning modalities impact medical student outcomes. This study analyzes user behavior among medical students in Microscopic Anatomy, focusing on preferences for digital versus face-to-face guided self-study. A cohort of 684 students participated in Microscopic Anatomy courses, choosing between digital and face-to-face guided self-study sessions. Student participation was systematically tracked, capturing detailed data on the frequency and duration of engagement with each self-study modality. Quantitative measures of academic performance were collected, and user behavior was analyzed to identify trends in learning outcomes. The majority preferred face-to-face sessions, with attendance increasing over the semester. By the end, 78.44% found hands-on engagement with microscopes more effective and engaging than digital alternatives. Students attending in-person sessions achieved superior academic outcomes, with a failure rate of 13.69% compared to 22.04% among nonattendees. Preferences were influenced by direct tutor interactions (61.38%) and peer engagement during free microscopy sessions (74.25%). Additionally, 46.71% reported higher motivation when studying in the histology lecture hall compared to at home. These findings reveal a ‘Contextual Digital Divide’, where digital learning may not fully meet educational needs in contexts requiring hands-on experiences and direct interaction. Our results highlight the need to reinforce face-to-face teaching in specific contexts to ensure an effective learning experience. Future research should build on these insights to better understand situations where digital methods may fall short of learners' needs.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 4","pages":"347-364"},"PeriodicalIF":5.2,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143522179","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

Design of an interactive brain model for neuroanatomy education and MRI training

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-02-27 DOI: 10.1002/ase.70009

Ethan P. McNaughton, Liam Bilbie, Matea Zuljevic, Lauren K. Allen, Daiana-Roxana Pur, Roy Eagleson, Sandrine de Ribaupierre

{"title":"Design of an interactive brain model for neuroanatomy education and MRI training","authors":"Ethan P. McNaughton, Liam Bilbie, Matea Zuljevic, Lauren K. Allen, Daiana-Roxana Pur, Roy Eagleson, Sandrine de Ribaupierre","doi":"10.1002/ase.70009","DOIUrl":"10.1002/ase.70009","url":null,"abstract":"In this article, we introduce a new virtual application that offers an interactive model of the brain for neuroanatomy education. Through a dual-platform architecture, the application can be downloaded on both desktop and mobile devices, with the mobile app leveraging unique capacities of modern handheld systems to deploy the brain model in augmented reality. In addition to illustrating complex spatial relationships between internal brain structures, vasculature, and cranial nerves, the application integrates magnetic resonance imaging (MRI) data into the user interface. MRI series in the coronal, sagittal, and axial planes can be superimposed directly onto the brain model, allowing students to engage with two-dimensional MRI slices in three-dimensional space. While previous virtual tools have offered a similar superimposition, none have done so through a mobile app, downloadable on handheld devices and suited to the modern student. The benefits of this function on students' spatial understanding and identification of neural structures on MRI slices remain understudied. The aim of this article is to describe the functionality of our dual-platform application, to outline its potential strengths as an educational tool, and to address possible directions for improvement following future assessments of the app's utility. Our ultimate goal is to offer a preliminary introduction to a new system that seeks to support users' understanding of three-dimensional neuroanatomy and aims to enhance their ability to read an MRI of the brain.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 4","pages":"365-372"},"PeriodicalIF":5.2,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143514192","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

Celebrating student engagement in an undergraduate histology course: A showcase review

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-02-24 DOI: 10.1002/ase.70011

Kayla Vieno-Corbett, Andrew M. Deweyert

{"title":"Celebrating student engagement in an undergraduate histology course: A showcase review","authors":"Kayla Vieno-Corbett, Andrew M. Deweyert","doi":"10.1002/ase.70011","DOIUrl":"10.1002/ase.70011","url":null,"abstract":"Drawing is a teaching tool that provides numerous benefits to student learning, including enhanced knowledge retention, improved observation skills, and increased engagement with course content. However, these exercises also place high cognitive demands on students and require a considerable time commitment. To acknowledge and celebrate the effort students invest in their drawings; while also giving these illustrations curricular significance, a gallery walk can be an effective teaching strategy. During a gallery walk, students move around a learning space to view, analyze, and discuss work displayed on the walls. This article describes an adaptation of a gallery walk, named a ‘showcase review session’, which was implemented in an undergraduate histology course. This optional session highlighted highly accurate assignment drawings while offering a content review before the final examination. The course instructor created review questions associated with the student drawings, which were projected onto screens around the room. Students could visit the session at any time, with the questions cycling continuously, and the course instructor and teaching assistants circulated to answer questions. Students responded positively to the session, noting that it helped them prepare for their upcoming practical laboratory examination and that showcasing student work added value to the course. Showcase review sessions like the one described can be applied across disciplines, giving students the opportunity to learn from their peers' work while effectively reviewing course content in an engaging and interactive environment.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 4","pages":"379-385"},"PeriodicalIF":5.2,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481796","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

King Aorta: Narrative anatomy education

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-02-21 DOI: 10.1002/ase.70003

Halil Yilmaz

{"title":"King Aorta: Narrative anatomy education","authors":"Halil Yilmaz","doi":"10.1002/ase.70003","DOIUrl":"10.1002/ase.70003","url":null,"abstract":"The aim of this study was to investigate the effects of narrative anatomy education and traditional anatomy education on academic achievement. The study included 64 students who were randomly divided into two groups. The two groups were (n = 32) control (Group 1) and (n = 32) experimental (Group 2). The pretest scores of the two groups were 36.40 ± 12.58 and 35.46 ± 9.18, respectively, and the difference between them was not significant. On this basis, the groups were randomly divided into experimental and control groups. The control group received traditional anatomy instruction, while the experimental group received narrative anatomy instruction in addition to traditional instruction. The posttest scores of the control group were 43.12 ± 10.37, while those of the experimental group were 57.03 ± 14.01, and there was a statistically significant difference (p < 0.001). It is predicted that providing narrative anatomy education in addition to traditional anatomy education will have a positive effect on academic success. The qualitative findings of the study revealed several key findings. Participants in the experimental group reported that narrative education facilitated a deeper understanding and retention of anatomical concepts. They highlighted the use of metaphors and storytelling as helpful in making complex material more relatable and memorable. In addition, students expressed that the narrative approach increased their engagement and motivation, contributing to a more enjoyable learning experience. These qualitative findings highlight the potential of narrative education to complement traditional teaching methods and provide a more holistic and interactive learning experience.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 3","pages":"264-276"},"PeriodicalIF":5.2,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143466678","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

Body donor programs in Australia and New Zealand: Current status and future opportunities

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-02-21 DOI: 10.1002/ase.70004

Rebekah A. Jenkin, Kevin A. Keay

{"title":"Body donor programs in Australia and New Zealand: Current status and future opportunities","authors":"Rebekah A. Jenkin, Kevin A. Keay","doi":"10.1002/ase.70004","DOIUrl":"10.1002/ase.70004","url":null,"abstract":"Body donation is critical to anatomy study in Australia and New Zealand. Annually, more than 10,000 students, anatomists, researchers, and clinicians access tissue donated by local consented donors through university-based body donation programs. However, little research has been published about their operations. This study sought to examine the characteristics of the nineteen body donation programs operating in Australia and New Zealand. Information was collected from publicly available sources, virtual interviews with 17/19 programs, and responses to a set of questions (11/19). Body donation is locally regulated in both countries. Four Australian programs operate as central mortuaries supplying users in their state, while the remainder and the New Zealand programs operate institutionally. Annually, 1000–1500 donors are received across both countries. Retention periods vary, although most donors are returned for disposition within 3 years. All facilitate the return of cremated remains to the family on donor election. Most programs (16/19) reported that they received sufficient donors, with many narrowing their acceptance area. Pre-death registration of donors is required by 12/19 programs; five Australian programs will accept next-of-kin donations post-mortem. Next-of-kin authorization is required for donation; New Zealand programs seek this at the time of donor registration. All programs recognize donors; fifteen host commemoration/thanksgiving services for donors and their families. Body donation is well supported by local communities in both countries. Opportunities for improvement include the development of regional standards, engagement with donors/the community about body donation, and recognition of the primacy of donor elections over next-of-kin wishes.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 3","pages":"301-328"},"PeriodicalIF":5.2,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143466676","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

Valid concerns: Considerations for reviewing manuscripts with validity arguments.

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-02-17 DOI: 10.1002/ase.70006

Georgina C Stephens, Mahbub Sarkar

引用次数: 0