Anatomical Sciences Education最新文献_第3页

Anatomical Sciences Education Vol. 19, Issue S3, 2026 Cover Image 解剖科学教育卷19，第S3期，2026封面图像

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-09 DOI: 10.1002/ase.70368

引用次数: 0

American Association for Anatomy’s Annual Meeting 美国解剖学协会年会

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-09 DOI: 10.1002/ase.70367

引用次数: 0

Development of a cost-effective LiDAR-assisted photogrammetry workflow for high resolution 3D-AR anatomical modeling. 开发具有成本效益的激光雷达辅助摄影测量工作流程，用于高分辨率3D-AR解剖建模。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-08 DOI: 10.1002/ase.70369

Miriam Juárez, Mireia García-Roselló, Christelle de Brito, Eva Zoe Hernández Magaña, María García-Manzanares

{"title":"Development of a cost-effective LiDAR-assisted photogrammetry workflow for high resolution 3D-AR anatomical modeling.","authors":"Miriam Juárez, Mireia García-Roselló, Christelle de Brito, Eva Zoe Hernández Magaña, María García-Manzanares","doi":"10.1002/ase.70369","DOIUrl":"https://doi.org/10.1002/ase.70369","url":null,"abstract":"The integration of three-dimensional (3D) and augmented reality (AR) technologies into anatomy education facilitates broader access to anatomical content and enhances learner motivation and cognitive engagement by enabling interactive, spatially rich exploration of complex structures. However, high costs, technical complexity, and restricted access to specialized imaging equipment and software often hinder adoption of these digital anatomy tools. This study aimed to develop a smartphone-LiDAR-assisted photogrammetry workflow for generating low-cost, accessible and realistic 3D models for anatomy education. A canine femur was digitized following a streamlined workflow that included specimen preparation, LIDAR-assisted image acquisition using a smartphone, photogrammetric reconstruction, and hosting of the resulting model in 3D web and AR format in an online learning management system platform called Clon Digital. The anatomical plausibility of the generated model was assessed through a rubric-based expert review conducted by seven independent veterinary anatomy lecturers, focusing on morphology, anatomical landmarks, surface detail, and overall reconstruction quality. Subsequently, the educational usability and user experience of the model was analyzed through a multidimensional perception survey completed by veterinary students and lecturers (n = 141). The survey focused on anatomical fidelity, educational value, self-learning potential, user interface, and engagement. Participants reported high satisfaction across all domains while identifying minor technical limitations. These findings indicate that smartphone-based LiDAR-assisted photogrammetry can generate and distribute 3D-AR models using an accessible workflow for educational use. This workflow offers an ethical, cost-effective, and scalable complement that supports the integration of immersive digital anatomy resources in anatomical education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134450","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 Surgical Approach to Regional Anatomy (SATRA): Preserving hands-on pre-clerkship anatomy education through surgery-integrated dissection and specimen preparation. 区域解剖的外科方法（SATRA）：通过手术综合解剖和标本准备，保留实习前的解剖教育。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-08 DOI: 10.1002/ase.70375

Parsa Razeghi, Lilian Zhai, Kristina Lisk

{"title":"The Surgical Approach to Regional Anatomy (SATRA): Preserving hands-on pre-clerkship anatomy education through surgery-integrated dissection and specimen preparation.","authors":"Parsa Razeghi, Lilian Zhai, Kristina Lisk","doi":"10.1002/ase.70375","DOIUrl":"https://doi.org/10.1002/ase.70375","url":null,"abstract":"Donor-based dissection in undergraduate medical education enhances clinical readiness and provides insight into surgical specialties. However, opportunities for surgically integrated dissection remain limited in pre-clerkship curricula. We developed the Surgical Approach to Regional Anatomy (SATRA), a resource-efficient surgical dissection program to provide learners with an integrated dissection experience while generating reusable teaching specimens for future anatomy education. This pilot study evaluated the feasibility and perceived educational value of SATRA. Thirty-three second-year medical students volunteered to participate and 18 were randomly selected for the half-day session. Working in pairs, students applied surgical techniques, including internervous plane dissection, neurovasculature preservation, osteotomy, and suturing. A post-session survey assessed learners' perceptions of SATRA using Likert-scale and open-ended questions. Among participants, motivations to participate in SATRA included gaining hands-on dissection experience and exposure to surgical education (94%). Upon completion of the 4-h session, nine upper limb teaching specimens were created. All respondents agreed that they gained an improved understanding of upper limb anatomy and increased confidence to serve as a peer mentor. Most agreed (82%) that they gained greater interest in musculoskeletal surgery following SATRA. Interest in recommending and participating in future SATRA sessions was unanimous. Open-ended responses highlighted the value of faculty guidance, hands-on dissection, and the surgical approach as the most useful aspects of SATRA. SATRA demonstrates the feasibility of a surgery-integrated donor dissection program for pre-clerkship learners and provides an innovative approach to preserving clinically relevant hands-on anatomy education, while generating teaching specimens within resource- and time-constrained curricula.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134426","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

Using Q-methodology and the 3P model of learning to evaluate medicine and dentistry students' experiences with a blended anatomy laboratory design. 运用q -方法学和3P学习模型评价医学和牙科学生在混合解剖实验室设计中的体验。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-08 DOI: 10.1002/ase.70377

Jobanpreet Dhillon, Mayssa Moukarzel, George Laggis, Geoffroy Noël, Nicole M Ventura, Sean C McWatt

{"title":"Using Q-methodology and the 3P model of learning to evaluate medicine and dentistry students' experiences with a blended anatomy laboratory design.","authors":"Jobanpreet Dhillon, Mayssa Moukarzel, George Laggis, Geoffroy Noël, Nicole M Ventura, Sean C McWatt","doi":"10.1002/ase.70377","DOIUrl":"https://doi.org/10.1002/ase.70377","url":null,"abstract":"In response to the COVID-19 pandemic, the Faculty of Medicine and Health Sciences at McGill University initiated blended curriculum delivery for first-year medicine and dentistry students in anatomy, combining limited hands-on dissection with online laboratory-adjacent activities using a 3D software application. This study evaluated the efficacy of this approach using the 3P (presage-process-product) model of learning, comparing students' perceptions of course experience (presage), their scores on deep and surface approach to learning scales (process), and laboratory examination performance (product) between the in-person and online teaching formats. Regarding presage factors, two independent Q-methodology analyses each revealed three distinct learner profiles within the in-person (hands-on, independent, or conflicted learners) and online (isolated, dissatisfied, pro-online learners) cohorts that highlighted shared viewpoints and attitudes among groups of learners in each environment. With respect to process, no significant differences were noted in surface approach to learning scores; however, a significant decline in deep approach to learning scores (p = 0.021) was noted among students who began with dissection-based teaching then transitioned to online laboratory sessions. No significant differences in grades, the product, were noted between cohorts in the in-person versus online environments (p = 0.647). Overall, students were generally able to adapt to either teaching format; however, their diversity in learning preferences impacted their motivation, engagement in course activities, and quality of learning outcomes. As such, offering diversity of choice between in-person and online course elements in future iterations may optimize student success, outcomes, and enjoyment in learning.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149134392","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

Neuroanatomy education in healthcare professions: History, current practices, and future directions. 医疗保健专业的神经解剖学教育：历史、当前实践和未来方向。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-07 DOI: 10.1002/ase.70365

Melissa A Carroll, Kirsten M Brown, Dara M Cannon

引用次数: 0

Do medical students recognize Terminologia Anatomica terms more accurately than eponyms? A randomized comparative assessment study. 医科学生对《解剖学术语》的认识是否比人名更准确？随机比较评估研究。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-07 DOI: 10.1002/ase.70374

Hilal Melis Altıntaş, Duygu Kalaycı, Berin Tuğtağ Demir, Burak Bilecenoğlu, Alpen Ortug

{"title":"Do medical students recognize Terminologia Anatomica terms more accurately than eponyms? A randomized comparative assessment study.","authors":"Hilal Melis Altıntaş, Duygu Kalaycı, Berin Tuğtağ Demir, Burak Bilecenoğlu, Alpen Ortug","doi":"10.1002/ase.70374","DOIUrl":"https://doi.org/10.1002/ase.70374","url":null,"abstract":"Despite longstanding debate over the use of Latin/Terminologia Anatomica (TA) and eponymous nomenclature in anatomy education, direct comparative evidence on students' recognition of these terminologies within the same curricular context remains limited. This study compared recognition of TA and eponymous terminology in second-year medical students using a multiple-choice anatomy test. In this single-center, randomized, parallel-group comparative assessment study, students at Ankara Medipol University Faculty of Medicine (N = 216) were assigned by stratified block randomization to receive either the TA assessment form (n = 108) or the eponym assessment form (n = 108). For 35 of the 36 items the two forms shared identical question stems and differed only in the terminology of the response options. The primary analysis used generalized estimating equations to account for within-student clustering. Students in the TA group achieved higher scores than those in the eponym group (14.72 ± 6.29 vs. 10.85 ± 4.43 of 36 items; mean difference 3.87, 95% CI 2.41 to 5.33). Item-level analysis confirmed higher odds of correct responses in the TA group (OR 1.60, 95% CI 1.35 to 1.91, p < 0.001). After exclusion of 16 items considered as potentially susceptible to lexical cueing, the advantage for TA terminology was smaller but remained significant (OR 1.26, 95% CI 1.05 to 1.51, p = 0.013). These findings provide empirical support for emphasizing TA terminology in anatomy teaching, while indicating that selected established eponyms may be retained where clinical or cultural familiarity warrants.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149101629","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 permission: Reconsidering anatomy education through a contemporary Islamic fatwa in Türkiye. 超越许可：重新考虑解剖学教育通过当代伊斯兰法特瓦在土耳其。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-07 DOI: 10.1002/ase.70373

İlke Ali Gürses, Ahmet Ertaş

{"title":"Beyond permission: Reconsidering anatomy education through a contemporary Islamic fatwa in Türkiye.","authors":"İlke Ali Gürses, Ahmet Ertaş","doi":"10.1002/ase.70373","DOIUrl":"https://doi.org/10.1002/ase.70373","url":null,"abstract":"The ethical use of human body donors in anatomy education is shaped by scientific and professional standards as well as cultural, societal, and religious contexts. In Türkiye, body donation remains limited, and anatomical institutions continue to rely partly on unclaimed and imported bodies, within a setting shaped by legal, cultural, and religious considerations. In December 2025, the High Board of Religious Affairs under the Presidency of Religious Affairs in Türkiye issued a religious ruling (fatwa) defining conditions under which the use of human bodies for medical education is permissible. This viewpoint examines the implications of these conditions for contemporary anatomical practice. Particular attention is given to the presumed equivalence between donor-based and simulation-based education, the boundary between education and research, the financial dimensions of body donation, and the relational and postmortem responsibilities associated with donor care. Some conditions introduce practical and conceptual challenges. Others converge with emerging international ethical perspectives that emphasize informed and relational consent, non-commercialization, donor dignity, and continuity of care. The fatwa provides an opportunity to reconsider anatomical practice within its broader ethical, cultural, and postmortem context.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149101618","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

Re: Performance of multimodal large language models on image-based surgical anatomy, anatomical pathology, and radiology questions. 多模态大语言模型在基于图像的外科解剖、解剖病理和放射学问题上的表现。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-07 DOI: 10.1002/ase.70357

Gharbi Lassad

引用次数: 0

Still building the foundation: Why reliability and validity studies in AI remain essential for anatomical sciences education. 仍在建立基础：为什么人工智能的可靠性和有效性研究对解剖学科学教育至关重要。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-10-07 DOI: 10.1002/ase.70372

Mohammad Aldalou, William S Brooks, Adam B Wilson

引用次数: 0