Anatomical Sciences Education最新文献_第3页

Anatomy at the threshold: Teaching the human body in a hybrid age. 入门解剖学：混血时代的人体教学。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-07 DOI: 10.1002/ase.70121

Katia Cortese, Paola Falletta

{"title":"Anatomy at the threshold: Teaching the human body in a hybrid age.","authors":"Katia Cortese, Paola Falletta","doi":"10.1002/ase.70121","DOIUrl":"https://doi.org/10.1002/ase.70121","url":null,"abstract":"As emerging technologies reshape both the body and how we represent it, anatomical education stands at a threshold. Virtual dissection tools, AI-generated images, and immersive platforms are redefining how students learn anatomy, while real-world bodies are becoming hybridized through implants, neural interfaces, and bioengineered components. This Viewpoint explores what it means to teach human anatomy when the body is no longer entirely natural, and the image is no longer entirely real. Based on recent evidence and educational reflections, it suggests that anatomy can serve as a critical human science, one that goes beyond structural knowledge, encouraging students to develop visual literacy, structural reasoning, and ethical awareness. As experiences with donated bodies are replaced with digital models, students risk losing contact with the lived, variable, and vulnerable aspects of the human form. Yet, rather than resisting change, anatomists can respond by integrating new tools within a pedagogical model grounded in presence and meaning. In an age where biology and technology are converging with unexpected speed, anatomy offers a powerful lens to question not only how bodies work, but what bodies mean. The role of the anatomist is therefore both conservative and visionary: to hold the line of deep biological knowledge, while opening the door to critical engagement with the hybrid human condition.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013467","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

Exploring body donation communication with large language models: Accuracy, readability, and ethical considerations. 用大型语言模型探索遗体捐赠交流：准确性、可读性和伦理考虑。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-07 DOI: 10.1002/ase.70120

Fulya Temizsoy Korkmaz, Fatma Ok, Burak Karip, Papatya Keleş

{"title":"Exploring body donation communication with large language models: Accuracy, readability, and ethical considerations.","authors":"Fulya Temizsoy Korkmaz, Fatma Ok, Burak Karip, Papatya Keleş","doi":"10.1002/ase.70120","DOIUrl":"https://doi.org/10.1002/ase.70120","url":null,"abstract":"Educational materials advocating whole-body donation must be accurate, easy to read, and transparent, as one potential solution to the fact that the supply of donations is not keeping pace with educational demand, thereby disrupting anatomy education programs. The use of AI technologies to supplement communications with prospective donors and next of kin deserves investigation to determine whether LLM-based approaches meet the common requirements for effective communication. This study contributes to the limited literature on LLM-supported communications by presenting a comparative quantitative benchmark and an adaptable evaluation framework. Five LLMs (ChatGPT-4o, Grok3.0, Claude4Sonnet, Gemini2.5 Flash, DeepSeekR1) were used to generate responses to six frequently asked questions about body donation in Turkish. Four anatomists evaluated accuracy, quality, readability, and vocabulary diversity. Differences between models were statistically analyzed. The two top-performing models, ChatGPT-4o and Grok3.0, achieved mean quality scores of 21.7 ± 2.8 and 21.0 ± 5.1 on a 25-point checklist, and 4.58 ± 0.88 and 4.25 ± 1.03 on a 5-point global quality scale, significantly outperforming the remaining three systems (p < 0.037). Both maintained a below-secondary-school level on two validated readability indices (scores ≥67.8 and ≥40.2). LLM-produced body donation materials (e.g., informational texts and FAQs) may help promote the importance of whole-body donations by providing accessible and reliable information, potentially streamlining the creation of first drafts and reducing staff workload. Given the sensitivity of donation decisions, ethical transparency, cultural sensitivity, and continuous human oversight are essential safeguards. Therefore, LLM use for such purposes should be governed by clear governance frameworks, regular expert audits, and publicly disclosed quality metrics.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013444","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

A pilot study of the anatomical self-efficacy instrument for clinical clerkships (ASEI-CC). 临床办案人员解剖自我效能感量表的初步研究。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-07 DOI: 10.1002/ase.70119

Bradley R Collins, Ashley N Walker, Phuong B Huynh, Alyson Adams, Daniel B Topping, Venkatesh Nonabur, Kyle E Rarey

{"title":"A pilot study of the anatomical self-efficacy instrument for clinical clerkships (ASEI-CC).","authors":"Bradley R Collins, Ashley N Walker, Phuong B Huynh, Alyson Adams, Daniel B Topping, Venkatesh Nonabur, Kyle E Rarey","doi":"10.1002/ase.70119","DOIUrl":"https://doi.org/10.1002/ase.70119","url":null,"abstract":"Self-efficacy and anatomical knowledge have been shown to be important in the development of medical students. Validated instruments designed to measure the construct of anatomical self-efficacy during the clinical years of medical school are limited. In this study, the Anatomical Self-Efficacy Instrument for Clinical Clerkships (ASEI-CC) was developed, and evidence for the reliability of the scores and the validity of the interpretations of the scores was gathered. The ASEI-CC consisted of 10- Likert-type items designed to measure anatomical self-efficacy, with higher scores indicating higher levels of anatomical self-efficacy. To conduct pilot testing for the ASEI-CC, a sample of 99 medical students rotating through the medicine, surgery, pediatrics, neurology, family medicine, and obstetrics and gynecology clerkships at a Southeastern institution in 2023 was recruited to complete an anonymous survey at the conclusion of an anatomy workshop. In the sample of 99 medical students in this study, the observed means of the scores on the items of the ASEI-CC ranged from 3.84 to 4.37, representing an average response of \"fairly confident\" to \"very confident\" on each item. Exploratory factor analysis with principal axis factoring yielded a unidimensional factor structure that explained 62.6% of the variance, with all 10 items having a factor loading greater than 0.4. This study provides evidence that supports the reliability of scores and the validity of the interpretations of scores on the ASEI-CC and extends scholarship about the anatomical self-efficacy of medical students to the clinical years of the medical school curriculum.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013484","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 9, 2025 Cover Image 解剖科学教育卷18，第9期，2025年封面图像

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-05 DOI: 10.1002/ase.70117

引用次数: 0

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

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-05 DOI: 10.1002/ase.2453

引用次数: 0

HistoSketch: A serious game to reinforce visual literacy skills. HistoSketch：一款强化视觉素养技能的严肃游戏。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-04 DOI: 10.1002/ase.70113

Alissa Gibbs, Aidan A Ruth

{"title":"HistoSketch: A serious game to reinforce visual literacy skills.","authors":"Alissa Gibbs, Aidan A Ruth","doi":"10.1002/ase.70113","DOIUrl":"https://doi.org/10.1002/ase.70113","url":null,"abstract":"Histology requires visual literacy, which encompasses the ability to interpret, analyze, and create meaningful representations of microscopic structures. Learning by drawing enhances histological knowledge retention by reinforcing spatial awareness and pattern recognition. This study examines whether incorporating HistoSketch, a drawing game similar to Pictionary, increased drawing-based study behaviors among post-baccalaureate students enrolled in a graduate-level histology course. HistoSketch adapts the traditional board game's format by having participants draw histological structures, cellular processes, or clinical correlations while teammates attempt to identify them. The serious game was offered as an optional review session before two exams. Participants completed pre- and post-game questionnaires assessing study behaviors, attitudes toward drawing, and perceptions of the game's effectiveness. Scalar responses were analyzed quantitatively using paired t-tests, and free-text responses were analyzed using content analysis. Pre-game questionnaires indicated that most participants did not initially favor drawing as a study strategy. Post-game questionnaires revealed that participants perceived HistoSketch as helpful for identifying knowledge gaps (100%) and enhancing histology understanding (92%). While some participants planned to integrate drawing into their study strategies, others remained hesitant despite recognizing its utility. Our findings suggest that drawing-based games can enhance engagement and motivation in histology education and reinforce the importance of visual literacy skills.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144999211","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 paper puzzle as an active learning tool in the teaching of anatomy: A qualitative study of perceptions in students and near-peer teachers. 论文拼图在解剖学教学中作为一种积极的学习工具：一项关于学生和近同龄人教师认知的定性研究。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-09-04 DOI: 10.1002/ase.70112

Ricardo Tello-Mendoza, Luis Adrian Alvarez-Lozada, Santos Guzman-Lopez, Alejandro Quiroga-Garza, Yolanda Salinas-Alvarez, Rodrigo Enrique Elizondo-Omana, David A Morton

{"title":"The paper puzzle as an active learning tool in the teaching of anatomy: A qualitative study of perceptions in students and near-peer teachers.","authors":"Ricardo Tello-Mendoza, Luis Adrian Alvarez-Lozada, Santos Guzman-Lopez, Alejandro Quiroga-Garza, Yolanda Salinas-Alvarez, Rodrigo Enrique Elizondo-Omana, David A Morton","doi":"10.1002/ase.70112","DOIUrl":"https://doi.org/10.1002/ase.70112","url":null,"abstract":"Active learning strategies enhance medical education by fostering self-directed learning, communication, and problem-solving skills. The paper puzzle, a game-based learning approach, provides an engaging way to reinforce anatomical knowledge and promote collaboration. This study assessed its impact on student performance and perceptions in clinical anatomy, comparing it to PowerPoint-based imaging reviews and evaluating the role of Near Peer Teachers (NPTs). A prospective, longitudinal, quasi-experimental study with a mixed-methods approach was conducted on first-year medical students enrolled in the Human Anatomy course. Surveys using a Likert scale assessed student and NPT perceptions, while focus groups and interviews provided qualitative insights. Thematic analysis identified key themes related to engagement, knowledge reinforcement, and effectiveness. A total of 907 medical students and 30 NPTs completed a survey, while 75 students and 10 NPTs participated in the qualitative phase. Students perceived the paper puzzle as an engaging and interactive review tool that reduced stress, increased involvement, and enhanced knowledge retrieval through collaboration and a structured gameplay loop. They also valued the emotional impact on learning. NPTs reported benefits for student motivation and teamwork but noted that time constraints limited content coverage. The activity's effectiveness was highly dependent on the NPT's facilitation, emphasizing the need for structured implementation. Findings suggested that game-based learning strategies like the paper puzzle can improve motivation, teamwork, and content retrieving in anatomy education when carefully designed and effectively executed by NPTs.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144999248","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

Evaluating the efficacy of a cost-effective PC-based tool as an equivalent alternative to traditional ultrasound simulators in medical education. 评估一种具有成本效益的基于pc的工具在医学教育中作为传统超声模拟器的等效替代品的功效。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-29 DOI: 10.1002/ase.70115

Samuel Agostino, Massimiliano Abate Daga, Francesca Novello, Federico Abate Daga, Grazia Papotti, Franco Veglio, Alberto Milan

{"title":"Evaluating the efficacy of a cost-effective PC-based tool as an equivalent alternative to traditional ultrasound simulators in medical education.","authors":"Samuel Agostino, Massimiliano Abate Daga, Francesca Novello, Federico Abate Daga, Grazia Papotti, Franco Veglio, Alberto Milan","doi":"10.1002/ase.70115","DOIUrl":"https://doi.org/10.1002/ase.70115","url":null,"abstract":"Point-of-care ultrasound (POCUS) is an important skill for healthcare professionals. However, adding POCUS training to medical education can be difficult because ultrasound simulators can be expensive. This study assessed whether an interactive, PowerPoint-based computer tool could be a valid alternative to an entry-level ultrasound simulator for teaching medical students how to perform thoracic and abdominal ultrasounds. This randomized controlled equivalence trial employed a two-arm, multi-station design involving 455 third-year medical students participating in an \"Approach to Ultrasound\" internship. Students underwent different training methodologies, including simulation-based sessions and hands-on practice with healthy volunteers, utilizing either a traditional ultrasound simulator or an interactive PowerPoint-based application designed to simulate ultrasound scenarios. Skills in image optimization (\"OSAUS score in Healthy Volunteer\") and pathology recognition (\"Recognizing Pathologic score\") were evaluated pre-and post-training. The margin for confirming the equivalence analysis was set at 0.5 points for the primary outcome. 408 students completed the training. Both groups improved significantly after training, with mean OSAUS scores increasing by more than 1.9 points and pathology recognition scores increasing by over 1.5 points. Differences between the two groups were minimal (OSAUS: 0.06 points; pathology recognition: 0.02 points) and within the equivalence margin, showing that the PC-based tool was as effective as the simulator. Simulation-based internships are essential to medical education, providing innovative and effective learning strategies for developing ultrasound skills. Exploring new tools, such as the PC-based solution tested in this study, is essential to making this method more accessible, especially in resource-limited settings.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144937163","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

Anatomists as gatekeepers to public engagement, public display, and public dissection of human remains. 解剖学家是公众参与、公众展示和公众解剖人类遗骸的守门人。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-29 DOI: 10.1002/ase.70114

Jason Mussell, Danya Stone, Claire F Smith

{"title":"Anatomists as gatekeepers to public engagement, public display, and public dissection of human remains.","authors":"Jason Mussell, Danya Stone, Claire F Smith","doi":"10.1002/ase.70114","DOIUrl":"https://doi.org/10.1002/ase.70114","url":null,"abstract":"Sharp contrasts exist between recent examples of public dissection. This includes for-profit public dissections and not-for-profit, consented dissection and documentation. All have frequently become conflated and met with concern by the anatomical community. However, historically, anatomy and human tissue were accessible to all, as public dissections, in museums, and as curated exhibits. Changing societal values in response to criminal activities led to regulations that restricted access to human remains, reserving it to those privileged with training in the field of medicine. These protections of deceased humans, while vital, have unintentionally limited public engagement and potentially spurred ethically dubious practices. Now, public desire for anatomical understanding clashes with professional responsibilities to uphold dignity, respect, and consent. Recent for-profit public autopsies ostensibly aim to educate but also raise questions about commodification and consent. This article argues that the ethical acceptability of public dissection and display hinges not on the acts themselves but on adherence to informed consent, respect for human dignity, and transparent processes. While appeals to public good (e.g., science or education) are common justifications, they must be balanced against the rights of the deceased and their communities. As anatomists, at a transformational period, we must understand the spectrum of reactions and develop better guidelines to meet both public and professional needs. In the US and UK, responsibility often falls to the anatomy community. In an attempt to uphold \"best practices,\" has the community, unintentionally, closed the gate on public knowledge, and unintentionally, precipitated egregious ethical failures?","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144937104","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

Impostor syndrome and its association with anatomical self-efficacy in medical students in Turkiye. 土耳其医学生的冒名顶替综合症及其与解剖自我效能的关系

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-29 DOI: 10.1002/ase.70116

Fatma Ok, Burak Karip, Kürşad Nuri Baydili

{"title":"Impostor syndrome and its association with anatomical self-efficacy in medical students in Turkiye.","authors":"Fatma Ok, Burak Karip, Kürşad Nuri Baydili","doi":"10.1002/ase.70116","DOIUrl":"https://doi.org/10.1002/ase.70116","url":null,"abstract":"Impostor syndrome is particularly prevalent among high-achieving individuals, making medical students a prime target for this condition. This study aimed to determine the prevalence of impostor syndrome among medical students in Turkiye and to examine the associated demographic characteristics. Additionally, by investigating the relationship between impostor syndrome and anatomical self-efficacy, this study aimed to explore how impostor syndrome impacts the anatomical learning process of medical students. At the University of Health Sciences Medical Faculty, a randomly selected cohort of students from the second to sixth years was administered the Clance Impostor Phenomenon Scale (CIPS) and the Anatomy Self-Efficacy Perception Scale alongside questions about their demographic characteristics. The final study included 121 women and 76 men. 43.7% of the participants were identified as having significant or intense impostor syndrome (SIF). Among students with low or very low anatomical self-efficacy, 71.4% exhibited SIF, 28.6% had moderate impostor experiences (MIE), and none displayed few impostor characteristics (FIC). Further analysis revealed that among students with high anatomical self-efficacy, FIC, MIE, and SIF rates were 31.2%, 50%, and 18.8%, respectively (p < 0.05). This study examined previously unstudied medical students, despite their likelihood of being targeted by impostor syndrome. The findings suggest that the possibility of experiencing impostor syndrome increases with the prevalence of low anatomical self-efficacy. However, moderate or high self-efficacy students are not entirely exempt from impostor feelings.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144937135","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