Anatomical Sciences Education最新文献

{"title":"King Aorta: Narrative anatomy education","authors":"Halil Yilmaz","doi":"10.1002/ase.70003","DOIUrl":"10.1002/ase.70003","url":null,"abstract":"<p>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 (<i>n</i> = 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 (<i>p</i> &lt; 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.</p>","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}

{"title":"Body donor programs in Australia and New Zealand: Current status and future opportunities","authors":"Rebekah A. Jenkin,&nbsp;Kevin A. Keay","doi":"10.1002/ase.70004","DOIUrl":"10.1002/ase.70004","url":null,"abstract":"<p>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.</p>","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}

{"title":"Valid concerns: Considerations for reviewing manuscripts with validity arguments.","authors":"Georgina C Stephens, Mahbub Sarkar","doi":"10.1002/ase.70006","DOIUrl":"https://doi.org/10.1002/ase.70006","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439616","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}

{"title":"A librarian's view of APA PsycTests, a database for psychological tests and measures.","authors":"Jennifer Westrick","doi":"10.1002/ase.2555","DOIUrl":"https://doi.org/10.1002/ase.2555","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143432097","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}

{"title":"What does it mean? Translating anatomical language to engage public audiences.","authors":"Kat A Sanders, Adam M Taylor","doi":"10.1002/ase.70007","DOIUrl":"https://doi.org/10.1002/ase.70007","url":null,"abstract":"<p><p>The language of anatomy, with its roots in Ancient Greek and Roman languages, is complex and unfamiliar to many. Its complexity creates a significant barrier to public knowledge and understanding of anatomy-many members of the public find themselves asking \"what does it mean?\", and this can manifest as poor health literacy and outcomes. To address this, anatomists who interact with the public should be able to translate anatomical language and support the development of individuals' foundational understanding of why structures are named the way they are. In this review, language is categorized by themes that inform the naming of anatomical structures, such as function, location, and appearance, and paired with pedagogical approaches informed by education and public engagement research to underpin effective communication that demystifies the language of anatomy for public audiences. Drawing on pre-existing sometimes unrelated knowledge, gamification and quizzes can make language more accessible and recognizable. Humorous etymological insights into the origins of anatomical terms can build rapport between anatomist and public audience and normalize discussions about sensitive topics, such as genitalia, in an inclusive manner. Finally, eponyms, while contentious due to their lack of diversity and ethical concerns, can serve as narrative subjects to start discussions that address anatomy's relevance to wider socio-political and bioethical discourse. Ultimately, by deploying established science communication tools when translating anatomical language, anatomists can deliver effective public engagement that cultivates ongoing curiosity in anatomy, its language, and more broadly health.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143432099","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}

{"title":"Who is teaching anatomy? An examination of the demographic characteristics, academic backgrounds, and professional responsibilities of US anatomy teachers","authors":"Tyler R. Hall,&nbsp;Claudia F. Mosley,&nbsp;Joanne B. Vakil,&nbsp;Carson K. Lambert,&nbsp;Dustin M. Savelli,&nbsp;Joy Y. Balta","doi":"10.1002/ase.70005","DOIUrl":"10.1002/ase.70005","url":null,"abstract":"<p>Given the demand for anatomy instruction, it is imperative to understand the current cohort of anatomy teachers. This study aimed to delineate the demographic characteristics, academic backgrounds, and professional responsibilities of United States (U.S.) anatomy teachers. A survey was sent to teachers who were identified by their professional membership profiles. Results from 654 responses indicated that 45% of respondents identified as female and 67% identified as white. Most (68%) respondents had an academic doctoral degree. On average, respondents had completed graduate coursework in approximately half of the traditional anatomical sciences subdisciplines. However, approximately 40% of respondents with graduate/professional teaching responsibilities lacked graduate coursework in histology, neuroanatomy, and/or embryology, while approximately 70% of respondents without graduate/professional teaching responsibilities lacked similar coursework. Survey participants reported an assigned time effort of 58% teaching, 16% research, 10% service, and 10% administration and a perceived time effort of 56% teaching, 13% research, 10% service, and 12% administration. Perceived and assigned time efforts were significantly different (<i>p</i> ≤ 0.04) for administrative, research, and teaching responsibilities. Significant differences (<i>p</i> ≤ 0.03) also existed amongst participants regarding assigned administrative and teaching time effort and perceived administrative, service, and teaching time effort. Given these findings, we are concerned about protected research time for and the subdiscipline education of anatomy teachers. As such, we provide potential solutions for increasing protected research time and pursuing additional subdiscipline education. We also speculate about the potential impact of the now decades-long anatomy educator shortage on anatomy teacher responsibilities.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 4","pages":"335-346"},"PeriodicalIF":5.2,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143432112","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}

{"title":"Legal and ethical considerations around the use of existing illustrations to generate new illustrations in the anatomical sciences","authors":"Jon Cornwall,&nbsp;Richard White,&nbsp;Patrick Pennefather,&nbsp;Sabine Hildebrandt,&nbsp;Jill Gregory,&nbsp;Heather F. Smith,&nbsp;Jason Organ,&nbsp;Claudia Krebs","doi":"10.1002/ase.70002","DOIUrl":"10.1002/ase.70002","url":null,"abstract":"<p>It is likely existing anatomical illustrations are often used as the basis for new illustrative works, given not all illustrators have access to human tissues, bodies, or prosections on which to base their illustrations. Potential issues arise with this practice in the realms of copyright infringement and plagiarism when authors are seeking to publish, a matter becoming more prevalent with the proliferation in publishing platforms and the increased adoption of generative artificial intelligence applications within academia. However, there is little published guidance that might inform authors when using an existing illustration as the basis for new work. This article provides information pertaining to copyright, copyright infringement, fair use and fair dealings, plagiarism, and the overlap of copyright and plagiarism to highlight issues of law and ethics that are relevant to the creation of illustrations. Interestingly, the determination of exactly what constitutes an “original” illustration per construction from a secondary source has not been determined in case law for anatomy illustrations. This fact illuminates the absence of a “bright-line” test for illustration reproduction and the difficulties in the objective assessment of what constitutes a “nonoriginal” illustration. The term “substantively different” is useful for determining whether illustrations derived from secondary sources can be deemed original. This article delivers guidance on how to develop illustrations with reference to determining whether copyright has been breached or plagiarism has occurred. It also provides information that will direct decision-making around illustrative content.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 3","pages":"289-300"},"PeriodicalIF":5.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143381195","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}

{"title":"The history of anatomical engagement.","authors":"Quenton Wessels, Adam M Taylor","doi":"10.1002/ase.70000","DOIUrl":"https://doi.org/10.1002/ase.70000","url":null,"abstract":"<p><p>The public's fascination with anatomy has evolved over time and progressed from avoidance of the tainted yet saintly corpse, to their fascination with cabinets of curiosities. The current narrative review explores public engagement (PE), from its potential origins as cave paintings, to the rise of the disciplinarity of anatomy. Historical insights show how the public engaged in anatomy and with anatomy evolved alongside educational trends and advances ethics. Teaching modalities have shifted as resources have fallen out of favor, become unappealing, illegal or logistically challenging to deliver. Historical changes have resulted in newer approaches coming into the limelight, often moving from the anatomy classroom into the public eye. The public's curiosity with anatomy was satisfied through the organized violence of vivisections and dissections, cabinets of curiosity and permanent museums. Today, the driver of PE is research, education and motivation for learning in the hope of improving people's understanding of their bodies. PE has shifted from spectacles to active participation and collaboration. Looking forward, the authors also propose an adaptive interdisciplinary model for PE in anatomy.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143254163","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}

{"title":"Anatomical Sciences Education Vol. 18, Issue 1, 2025 Cover Image","authors":"","doi":"10.1002/ase.2438","DOIUrl":"https://doi.org/10.1002/ase.2438","url":null,"abstract":"<p>\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure>\u0000 </p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 2","pages":"C1"},"PeriodicalIF":5.2,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2438","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248563","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}

{"title":"Editorial Board and Table of Contents","authors":"","doi":"10.1002/ase.2439","DOIUrl":"https://doi.org/10.1002/ase.2439","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 2","pages":"1-4"},"PeriodicalIF":5.2,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248564","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}