Anatomical Sciences Education最新文献_第4页

Are neuroanatomy multimedia resources effective in improving medical students' understanding of structural and functional neuroanatomy? A systematic review 神经解剖学多媒体资源对提高医学生对结构和功能神经解剖学的认识是否有效？系统回顾。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-20 DOI: 10.1002/ase.70079

Eleni Patera, Mark Pickering, Thomas Flanagan

{"title":"Are neuroanatomy multimedia resources effective in improving medical students' understanding of structural and functional neuroanatomy? A systematic review","authors":"Eleni Patera, Mark Pickering, Thomas Flanagan","doi":"10.1002/ase.70079","DOIUrl":"10.1002/ase.70079","url":null,"abstract":"Neuroanatomy education has evolved and improved over the years, driven by advances in technology that have led to the development of innovative interactive digital and immersive learning resources. While neuroanatomy educators have been keeping pace with and harnessing these technology advances, many medical students still struggle to apply their basic neuroanatomy knowledge in a clinical context. Furthermore, the effectiveness of multimedia resources in improving medical students' understanding of structural and functional neuroanatomy has received limited attention. A systematic review was conducted to document neuroanatomy multimedia resources that were designed for pre-clinical medical students and assessed their effectiveness in improving medical students' understanding of structural and functional neuroanatomy. Twenty-nine articles were eligible to address the study objective and were appraised according to PRISMA-P guidelines. This review concluded that neuroanatomy multimedia resources are primarily used as supplementary learning tools. However, due to a lack of robust evidence, no definitive conclusions can be made about their effectiveness in enhancing students' understanding of neuroanatomy. Nevertheless, this systematic review found that most neuroanatomy multimedia resources are effective in supporting students' understanding of structural neuroanatomy but less so for functional and clinical neuroanatomy. Additionally, static multimedia elements were more prevalent than dynamic ones. Moving forward, the thoughtful and informed use of multimedia elements could help establish resources that better integrate structural and functional neuroanatomy with their clinical and real-life applications, ultimately bridging the gap between neuroanatomy and clinical neurology.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 10","pages":"1029-1056"},"PeriodicalIF":4.7,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://anatomypubs.onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144937082","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

Narrative inquiry for beginners: A practical guide for health professions education researchers. 为初学者叙述调查：卫生专业教育研究人员的实用指南。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-19 DOI: 10.1002/ase.70105

Shemona Y Rozario, Michelle D Lazarus, Mahbub Sarkar, Melanie K Farlie

{"title":"Narrative inquiry for beginners: A practical guide for health professions education researchers.","authors":"Shemona Y Rozario, Michelle D Lazarus, Mahbub Sarkar, Melanie K Farlie","doi":"10.1002/ase.70105","DOIUrl":"10.1002/ase.70105","url":null,"abstract":"Narrative inquiry (NI) is a rich methodological approach centered around the analysis of stories. While NI has great value within health professions education research, it may be overwhelming for novice researchers (or those new to NI) to employ in practice. This article draws from the first author's doctoral study experiences alongside the supervisors (i.e., co-authors). By highlighting our decision-making processes, we aim to encourage researchers to consider using NI within their research contexts. This work also illustrates the value of NI within health professions education research. We discuss the main challenges we faced when using NI including the diversity of NI conceptualizations, the different definitions of a story, and the multitude of possibilities to approach data analysis. We then outline the approach we took to analyze narrative data (re-storying, narrative synthesis, and thematic analysis) and describe the process used to visually represent the data as journey maps, inspired by Kurt Vonnegut's \"Cinderella\" story. In doing so, we seek to demonstrate the potential for NI approaches to enrich the diversity, breadth, and depth of health professions education research and, by extension, influence educational practice.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144881786","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

Balancing act: An autoethnographic study of one medical educator's first year as a mentor. 平衡行为：一个医学教育者作为导师的第一年的自我民族志研究。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-13 DOI: 10.1002/ase.70110

Andrew S Cale

{"title":"Balancing act: An autoethnographic study of one medical educator's first year as a mentor.","authors":"Andrew S Cale","doi":"10.1002/ase.70110","DOIUrl":"https://doi.org/10.1002/ase.70110","url":null,"abstract":"Novice faculty mentors often struggle with the transition from mentee to mentor. Although they may face similar challenges, each mentor's experience and journey of professional identity formation is unique, influenced by their background, experiences, relationships, and context. This autoethnographic study describes my personal experiences as a first-year faculty mentor in medical education, including the challenges I encountered, lessons I learned, and recommendations I have for novice faculty mentors in similar situations. Between January and August 2024, I recorded a series of reflective audio diaries after mentor-mentee project meetings. Each audio diary followed a semi-structured format and included my description of events, critical reflections, and mentoring plans. I then performed reflexive thematic analysis on the audio diaries using both deductive codes based on Transformative Learning Theory and inductive codes derived from the collected data. Through this analysis, I generated the overarching theme of The Balancing Act, in which faculty mentors must constantly balance an ever-shifting collection of competing factors in their mentoring relationships (e.g., time, effort, contributions, and expectations). This theme also included five sub-themes: (i) Balancing Project Contributions, (ii) Balancing Time and Obligations, (iii) Balancing Oversight and Autonomy, (iv) Shifting the Balance, and (v) Communicating the Balance. Although I found The Balancing Act challenging to achieve in my first year, clear and consistent communication greatly reduced the difficulty. With continued practice and reflection, I believe my skills in navigating The Balancing Act will improve further, allowing me to support mentees more effectively.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843878","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

Help! I'm trapped in the brain-An escape room to review head and neck anatomy. 的帮助!我被困在大脑里了——一个用来回顾头颈解剖的密室。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-13 DOI: 10.1002/ase.70106

Jacqueline Shaia, Abhijith Atkuru, Lauren Yoho, Carrie A Elzie

{"title":"Help! I'm trapped in the brain-An escape room to review head and neck anatomy.","authors":"Jacqueline Shaia, Abhijith Atkuru, Lauren Yoho, Carrie A Elzie","doi":"10.1002/ase.70106","DOIUrl":"https://doi.org/10.1002/ase.70106","url":null,"abstract":"The popularity of escape rooms as a teaching tool in medical education has grown in recent years due to their ability to increase knowledge, self-confidence, and promote team-based skills. To increase efficacy in learning head and neck anatomy, a virtual escape room was built and employed as a review with a Health Professions Anatomy course. The concept was that students were trapped within the brain and had to determine the correct cranial nerve exit. One hundred thirty-nine students participated in a pre-post single-arm pilot. There was a significant difference (p < 0.01) in the overall pretest score (55.08%) compared with the posttest (70.17%). On the post-activity survey, 82.1% of students agreed/strongly agreed that the activity was a productive use of time; 90.5% thought it was an effective team-building activity; 96.8% thought it encouraged the use of communication and collaborative skills; 66.32% felt more confident about the material after the activity; 92.6% said it helped expose gaps in knowledge; and 75.8% planned to play the escape room again as a review for their exam. Overall, the use of a virtual escape room was an effective mechanism to increase students' knowledge and confidence related to anatomy and is an active learning strategy that encourages teamwork and communication skills.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843879","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

Effects of digital escape room versus traditional review sessions with individual or team participation on medical student motivation and short-term knowledge. 数字密室与个人或团队参与的传统复习课程对医学生动机和短期知识的影响。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-09 DOI: 10.1002/ase.70109

Caitlin Sachsenmeier, Sarah McCarthy, Alaeddin Abukabda, Mark Terrell, Leah Labranche, Randy Kulesza

{"title":"Effects of digital escape room versus traditional review sessions with individual or team participation on medical student motivation and short-term knowledge.","authors":"Caitlin Sachsenmeier, Sarah McCarthy, Alaeddin Abukabda, Mark Terrell, Leah Labranche, Randy Kulesza","doi":"10.1002/ase.70109","DOIUrl":"https://doi.org/10.1002/ase.70109","url":null,"abstract":"Game-based learning research in the area of medical education has increased drastically in the last 10 years. It has become an area of interest because adding games to educational scenarios has been shown to increase engagement and motivation as well as improve academic outcomes for students. There are still gaps within this research, as prior investigations have not had control groups, assessed knowledge gain, or assessed motivation using a validated survey. The research described in this article has compared a digital escape room game to a timed PowerPoint review method with individual or team participation and the effect on short-term knowledge and motivation. The authors hypothesized that students who participate in the game review session or a session with team participation will have increased motivation and short-term knowledge compared to those in a traditional review session or participating alone. The results of this study suggest that an effective way to gamify a review session would be to offer a digital escape room game that allows for team participation, as this combination showed an increase in short-term knowledge, motivation, and demonstrated greater enjoyment by the participants. When used in this way, the benefits of gamified learning can be maximized by anatomical educators.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144803013","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

Students as partners: A novel approach to developing a gamified anatomical learning toolkit using design thinking principles. 作为合作伙伴的学生：一种使用设计思维原则开发游戏化解剖学学习工具包的新方法。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-06 DOI: 10.1002/ase.70108

Kristina Lisk, Judi Laprade

{"title":"Students as partners: A novel approach to developing a gamified anatomical learning toolkit using design thinking principles.","authors":"Kristina Lisk, Judi Laprade","doi":"10.1002/ase.70108","DOIUrl":"https://doi.org/10.1002/ase.70108","url":null,"abstract":"The practice of involving students in designing pedagogical resources, including gamified learning tools, is often underutilized. Traditionally, students are engaged in usability and efficacy testing of finalized learning tools, limiting their ability to shape the learning experience from inception. However, adopting a Students as Partners (SAP) approach allows for their involvement earlier and throughout the design and development process. Design thinking offers a structured methodology to optimize this partnership, providing a learner-centered approach to creating gamified learning tools with students for students. This process fosters a deep understanding of students' needs (empathizing and defining learners' needs), incorporates their ideas (challenging assumptions and idea creation), and enables iterative feedback (involvement in prototyping and testing). In this article, we describe how the design thinking methodology, in collaboration with SAP, was utilized to develop Anat-O-MEE, a gamified learning toolkit designed to enhance students' three-dimensional (3D) spatial reasoning skills in anatomy. The toolkit consists of three scaffolded levels-Map, Explore, and Extrapolate-which progressively support the transition from 2D to 3D anatomical understanding. Student partners played an active role in user-interface testing, functionality assessments, and alpha testing of games and tasks, contributing to iterative refinements in both design and content.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144937099","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 8, 2025 Cover Image 解剖科学教育卷18，第8期，2025年封面图像

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-04 DOI: 10.1002/ase.70104

引用次数: 0

A gamified formative question bank to enhance student learning and engagement in a foundational medical science course. 一个游戏化的形成性题库，以加强学生在基础医学课程中的学习和参与。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-04 DOI: 10.1002/ase.70107

Mohammad Aldalou, Angel Laboy, Laura E Fraser, Jeremey Walker, William S Brooks, Brook Hubner

{"title":"A gamified formative question bank to enhance student learning and engagement in a foundational medical science course.","authors":"Mohammad Aldalou, Angel Laboy, Laura E Fraser, Jeremey Walker, William S Brooks, Brook Hubner","doi":"10.1002/ase.70107","DOIUrl":"https://doi.org/10.1002/ase.70107","url":null,"abstract":"While gamified learning platforms show promise for engaging digital learners and promoting active learning, evidence of their effectiveness in predicting academic outcomes remains limited. This study examined how engagement patterns and incentives impact academic outcomes in a gamified environment to determine whether a formative question bank enhances engagement, supports self-regulated learning, and provides data to guide academic support. First-year medical students (N = 201) participated in an optional gamified question bank delivering weekly questions across a five-block foundational sciences course. Student engagement was quantified using a Player Efficiency Rating (PER) incorporating accuracy, consistency, and response timelines. Statistical analyses examined correlations between engagement metrics and academic performance, comparing response patterns across student performance tertiles. Ninety-seven percent of students participated, achieving a mean accuracy of 79.8%. PER showed strong positive correlations with final course grades (R = 0.30, p < 0.001). High-performing students responded to questions significantly earlier than low-performing students (p < 0.01). Students in the highest engagement tertile achieved significantly higher final grades than middle and low-engagement groups (p < 0.001). Question accuracy consistently correlated with summative knowledge scores across all course blocks. An externally incentivized block demonstrated the highest participation (85.6%) and accuracy (86.5%). A gamified question bank effectively promotes beneficial study behaviors and reliably predicts academic performance. Early engagement was linked to higher achievement, while low engagement correlated with lower exam performance, highlighting the opportunity to identify academically at-risk students. These findings support gamified platforms as valuable tools for enhancing learning outcomes and enabling early intervention strategies.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144774367","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

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 : 2025-08-04 DOI: 10.1002/ase.2451

引用次数: 0

Escaping the ordinary: Mechanics, dynamics, and aesthetic-guided design and evaluation of an escape room for high yield review in basic medical sciences. 逃离平凡：力学、动力学和美学指导下的设计和评价，用于基础医学科学的高产量审查。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-01 DOI: 10.1002/ase.70100

Jesse Bakke, Brianne E Lewis

{"title":"Escaping the ordinary: Mechanics, dynamics, and aesthetic-guided design and evaluation of an escape room for high yield review in basic medical sciences.","authors":"Jesse Bakke, Brianne E Lewis","doi":"10.1002/ase.70100","DOIUrl":"https://doi.org/10.1002/ase.70100","url":null,"abstract":"Escape rooms (ERs) offer an immersive, time-constrained, puzzle-solving environment that mirrors real-world challenges and fosters collaboration. This study aimed to evaluate the design and implementation of an ER for medical students preparing for a high-stake examination using the Mechanics-Dynamics-Aesthetics (MDA) framework. Designed for flexibility, the game can be delivered in-person, online, or in a hybrid format, and utilizes a low-cost board/card style game structure to ensure accessibility and feasibility. Key design considerations included fostering peer collaboration, building excitement and tension, visual and narrative immersion, and ease of implementation. To evaluate the game, we collected both quantitative and qualitative data through post-game surveys and direct observation of gameplay. Deductive coding of qualitative feedback was used, and final codes were mapped to the MDA framework. Players reported high levels of overall satisfaction with the game experience. Analysis revealed that elements of the aesthetics and game mechanics contributed to emotional immersion, which facilitated learning and mirrored test-taking pressures. Dynamics such as collaborative puzzle-solving and strategy were observed. This study demonstrates that ERs can be a valuable pedagogical strategy for high-stake examination review as they mimic a high-pressure scenario for cognitive rehearsal. Using the MDA framework for both game design and evaluation provided valuable insights into how specific elements influence learner experience. The emotional and collaborative nature of the game makes it a promising model for educators seeking to enhance review sessions through gamified learning.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144764229","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