Anatomical Sciences Education最新文献

{"title":"Teaching teen titans: An anatomy curriculum using superheroes for middle- and high school students in health professions outreach programs","authors":"Rijul Asri,&nbsp;Humberto Baquerizo,&nbsp;Mercedes Padilla-Register,&nbsp;Maria Soto-Greene,&nbsp;Jeremy J. Grachan","doi":"10.1002/ase.2531","DOIUrl":"10.1002/ase.2531","url":null,"abstract":"<p>Health professions outreach programs are important avenues to increase interest in the fields of science, technology, engineering, and mathematics (STEM). One aspect of many of these programs is anatomy, which can be challenging to teach due to its scope. Creative teaching methods, such as the incorporation of examples from pop culture, can help students better access complex scientific concepts. This study aimed to assess the utility of a superhero-based anatomy curriculum as part of summer outreach programs at Rutgers New Jersey Medical School (NJMS). Students completed pre- and post-session surveys about their interest in the fields of STEM, their background knowledge of superheroes, and their thoughts on the effectiveness of using superheroes to learn anatomy. Prior to participating in the curriculum, most students were interested or very interested in the fields of STEM (72.4%). After the curriculum, most students (79.3%) reported that their interest expanded. Almost all students reported that the use of superheroes was beneficial to their learning experience (91.4%) and was preferred over traditional teaching methods (87.9%), despite not necessarily having existing background knowledge or interests in superheroes. Finally, some students felt that seeing the diverse identities of different superhero characters improved their ability to relate to the material. In conclusion, students felt that a superhero-based anatomy curriculum improved their interest in the fields of STEM and their learning experience. This suggests that creative teaching methods can effectively augment the existing mission of health professions outreach programs for a diverse group of students.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1756-1763"},"PeriodicalIF":5.2,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2531","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574822","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 intersection of anatomy and spirituality","authors":"Joy Y. Balta","doi":"10.1002/ase.2528","DOIUrl":"10.1002/ase.2528","url":null,"abstract":"<p>The intersection of anatomy and spirituality offers a profound exploration into how the physical and spiritual aspects of our being interrelate, enhancing our understanding of wholeness. These domains are often seen as distinct, with anatomy rooted in the tangible study of the human body, while spirituality is considered intangible and deeply personal. However, as our understanding of both fields has evolved, a more integrative approach is emerging, recognizing that the physical and spiritual are not separate but interconnected aspects of human experience. In this unique special issue, we explore the diverse ways in which spirituality influences the field of anatomy. To provide a comprehensive perspective, the issue is organized into three sections. The first section examines how spirituality shapes students' learning experiences in anatomy. The second section focuses on the role of religious beliefs in body donation practices. Finally, the third section considers the interplay between spirituality and culture, and how this dynamic has influenced the discipline of anatomy over time. This special issue emphasizes the connection between anatomy and spirituality, bridging the divide between the physical and spiritual dimensions of educators, students, body donors, and community members. More needs to be done in the future to embrace the connection between anatomy and spirituality and build upon it to advance our discipline.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 8","pages":"1523-1525"},"PeriodicalIF":5.2,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142542263","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":"ASE: Where anatomy and spirituality intersect","authors":"Jason M. Organ","doi":"10.1002/ase.2529","DOIUrl":"10.1002/ase.2529","url":null,"abstract":"&lt;p&gt;Anatomy is more than just the study of the body; it is the foundation of life itself. For millennia, humans and our evolutionary ancestors have sought answers to explain the natural phenomena we observe daily. This quest for understanding is a fundamental part of the human experience. Throughout history, people worldwide have searched for answers in religion and spirituality. This exploration is the focus of this month's special issue of the journal, &lt;i&gt;The Intersection of Anatomy &amp; Spirituality&lt;/i&gt;, guest edited by Dr. Joy Balta of Point Loma Nazarene University.&lt;/p&gt;&lt;p&gt;Our field of anatomical sciences has a rich history intertwined with religious thought and practice.&lt;span&gt;&lt;sup&gt;1-3&lt;/sup&gt;&lt;/span&gt; However, this special issue does not focus on that history. Instead, Joy has brought together authors who share different perspectives on how religion and spirituality inform the practice of anatomy education. The papers are deeply personal. When I read them, I feel a strong connection to my anatomy colleagues from diverse backgrounds. The cultural and ethical questions they grapple with resonate with me, and I hope they will resonate with you too, Moreover, they connect to additional perspectives that center inclusion in the anatomical sciences published in the pages of our sibling journal &lt;i&gt;The Anatomical Record&lt;/i&gt;.&lt;span&gt;&lt;sup&gt;4-9&lt;/sup&gt;&lt;/span&gt; The papers in this issue have also prompted me to reflect on the intersection of anatomy and spirituality in my own life.&lt;/p&gt;&lt;p&gt;I was raised in a traditional conservative Ashkenazic Jewish home within a vibrant, multicultural Jewish community in the suburbs of Kansas City. My family and I were surrounded by extended “family” from Jewish communities around the globe: South Africa, the Middle East and North Africa, Europe, Central and South America, and more. This diverse environment enriched my upbringing, exposing me to a wide array of cultural practices and perspectives within Judaism. For 13 years, from kindergarten through high school, I attended a Jewish community day school. This school provided a dual curriculum where half the day was devoted to secular studies, including subjects like math, science, and literature, while the other half focused on religious studies. These religious courses were often taught in Hebrew and drew from traditional Hebrew and Aramaic texts such as the Torah and Talmud.&lt;/p&gt;&lt;p&gt;The education I received was deeply rooted in Jewish values and ethics, emphasizing principles like justice, compassion, and the importance of community. This foundation has profoundly influenced every aspect of my life, including my professional approach to anatomy education. The rigorous academic environment, combined with a strong emphasis on religious and ethical teachings, instilled in me a sense of responsibility and respect for the human body. This perspective has been invaluable in my career, guiding my interactions with students and colleagues and shaping the way I conduct research and teach a","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 8","pages":"1521-1522"},"PeriodicalIF":5.2,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142520359","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":"Going back to anatomy roots: Exploring the integration of anatomy sessions during clinical clerkships","authors":"Ashley N. Walker,&nbsp;Bradley R. Collins,&nbsp;Daniel Topping,&nbsp;Kevin Pierre,&nbsp;Abheek G. Raviprasad,&nbsp;Venkatesh Nonabur,&nbsp;David King,&nbsp;Kyle E. Rarey","doi":"10.1002/ase.2521","DOIUrl":"10.1002/ase.2521","url":null,"abstract":"<p>The topic of vertical integration of the basic and clinical sciences is an area of great concern and active investigation in medical education. To explore the feasibility of integrating basic sciences into the clinical phase of medical education, gross anatomy was selected as an appropriate discipline. Anatomy faculty, clerkship directors, medical students, and graduate students developed case-based anatomy modules with a design consistent with the principles of self-directed learning. This pilot study aimed to explore medical student responses to the integration of anatomy sessions during clinical clerkships. One-hour anatomy sessions were conducted during rotations of the following clerkships: internal medicine, pediatrics, family medicine, neurology, obstetrics and gynecology, and general surgery during the academic year 2022–2023. Each session consisted of four case-based stations. Voluntary, anonymous surveys were distributed at the end of each session. Descriptive statistics of survey responses from the 490 participants revealed the overall ratings of the anatomy sessions to be above an 8.50 on a scale of 1.00 (low) to 9.00 (high). A small q thematic analysis of the open-ended survey questions revealed the following themes: relevance of clinical correlations presented, a timely review of anatomical content, appreciation for the collaborative setting and interactivity among the participants, and constructive feedback regarding areas needing improvement. Students reported a high overall rating of the anatomy sessions and shared positive comments about these vertically integrated anatomy experiences. With a reduction in the amount of anatomy instruction during the pre-clinical years and limited exposure during the clinical years, anatomy sessions like the ones proposed could allow for the fluid incorporation of gross anatomy across all 4 years of medical school.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1719-1730"},"PeriodicalIF":5.2,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142491466","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":"Gaze and hand behaviors during haptic abilities testing—An update to multimedia learning theory","authors":"Michelle A. Sveistrup,&nbsp;Jean Langlois,&nbsp;Timothy D. Wilson","doi":"10.1002/ase.2526","DOIUrl":"10.1002/ase.2526","url":null,"abstract":"<p>The Cognitive Theory of Multimedia Learning (CTML) suggests humans learn through visual and auditory sensory channels. Haptics represent a third channel within CTML and a missing component for experiential learning. The objective was to measure visual and haptic behaviors during spatial tasks. The haptic abilities test (HAT) quantifies results in several realms, accuracy, time, and strategy. The HAT was completed under three sensory conditions using sight (S), haptics (H), and sight with haptics (SH). Subjects (<i>n</i> = 22, 13 females (F), 20–28 years) completed the MRT (10.6 ± 5.0, mean ± <i>SD</i>) and were classified as high or low spatial abilities scores with respect to mean MRT: high spatial abilities (HSA) (<i>n</i> = 12, 6F, MRT = 13.7 ± 3.0), and low spatial ability (LSA) groups (<i>n</i> = 10, 7F, MRT = 5.6 ± 2.0). Video recordings gaze and hand behaviors were compared between HSA and LSA groups across HAT conditions. The HSA group spent less time fixating on mirrored objects, an erroneous answer option, of HAT compared to the LSA group (11.0 ± 4.7 vs. 17.8 ± 7.3 s, <i>p</i> = 0.020) in S conditions. In haptic conditions, HSA utilized a hand–object interaction strategy characterized as palpation, significantly less than the LSA group (23.2 ± 16.0 vs. 43.1 ± 21.5 percent, <i>p</i> = 0.022). Before this study, it was unclear whether haptic sensory inputs appended to the mental schema models of the CTML. These data suggest that if spatial abilities are challenged, LSA persons both benefit and utilize strategies beyond the classic CTML framework by using their hands as a third input channel. This data suggest haptic behaviors offer a third type of sensory memory resulting in improved cognitive performance.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 1","pages":"32-47"},"PeriodicalIF":5.2,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669089/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142491465","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":"What am I looking at? Graduate student accuracy in identification of anatomic structures/landmarks on swallow imaging","authors":"Christy Fleck,&nbsp;Katie Allen","doi":"10.1002/ase.2527","DOIUrl":"10.1002/ase.2527","url":null,"abstract":"<p>Speech-language pathologists need to accurately identify structures/landmarks on swallow imaging. Foundational learning begins in graduate training. This study aimed to determine graduate student accuracy at identifying anatomical structures/landmarks during swallow evaluations and to determine if accuracy was predicted by type of imaging, anatomical structure, case type (i.e., normal/abnormal). Researchers recruited first-year graduate speech-language pathology students. Each participant reviewed five static images from lateral radiographic swallow studies and five static images from endoscopic swallow studies across 10 cases. Participants identified key anatomic structures and landmarks by clicking on the structure/landmark within a web-based platform. Two experienced speech-language pathologists reviewed and coded participant responses for accuracy. Sixteen graduate speech-language pathology students participated in a within-subjects design. Overall participant accuracy in identification of structure/landmarks was 69% (range 46%–88%). Binomial logistic regression was performed to study the effects of anatomical structure, case type (i.e., normal/abnormal), and image type on likelihood of participant accuracy in identifying anatomical structures (<i>X</i>\u0000 ²(4) = 143.65, <i>p</i> &lt; 0.001). Only anatomical structure was statistically significant (<i>X</i>\u0000 ²(4) = 187.729, <i>p</i> &lt; 0.001). The model explained 23.2% (Nagelkerke's R squared) of the variance in accuracy and correctly classified 78.4% of cases. Sensitivity was 92.1%, specificity was 47.3%, positive predictive value was 79.84%, and negative predictive value was 72.50%. The area under the ROC curve was 0.754, 95% CI [0.716, 0.791]. Graduate student's ability to correctly identify structures/landmarks overall was lower than desired and accuracy varied per structure. Results have implications for improving graduate student training for identification of structures/landmarks on swallow imaging.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1749-1755"},"PeriodicalIF":5.2,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142491467","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":"Voice-over anatomy lectures created by AI-voice cloning technology: A descriptive article","authors":"Sreenivasulu Reddy Mogali,&nbsp;Olivia Ng,&nbsp;Jia Xin Tan,&nbsp;Thu Htet San,&nbsp;Kian Bee Ng","doi":"10.1002/ase.2524","DOIUrl":"https://doi.org/10.1002/ase.2524","url":null,"abstract":"<p>The COVID-19 pandemic revealed the pivotal role of digital learning and online lecture videos, leading a shift toward blended and flipped classrooms in the post-pandemic era. This shift calls for development and (or) refreshment of novel online educational resources, such as Voice-Over PowerPoint (VOPPT) presentations, specifically designed for asynchronous or synchronous learning methods. However, resource limitations often impede the timely delivery of high-quality instructional materials. In this descriptive article, the use of AI-voice cloning technology to automate the creation of VOPPT presentation has been explored. Descripts' Overdub tool, an AI-voice cloning program, was trained on the 15-min voice sample of an anatomy professor, and the synthesized voice was used to narrate presentations on inguinal canal and extrahepatic biliary anatomy. The educational use of this novel approach was evaluated based on the second-year undergraduate medical students' qualitative feedback. Voice similarity analysis using Resemblyzer, an open-source Python tool, showed a high similarity score of 0.92 between the cloned and original voices. Despite this, students raised concerns about the robotic voice, quick pace, punctuation problems, pronunciation difficulties, and expressed reservations about AI-generated lecture narration. While the cloned voice closely matched the original, the AI-generated narration fell short of capturing the nuanced details needed for an effective anatomy instruction. This uncovers AI's current limitations in the educational contexts but establishes a foundation for future progress in AI-voice cloning technologies aimed at enhancing online educational resources for anatomy and medical education.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1686-1693"},"PeriodicalIF":5.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142764427","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":"Activating teaching philosophy statements: A call to action for anatomy educators","authors":"Janine C. Correia,&nbsp;Quenton Wessels","doi":"10.1002/ase.2525","DOIUrl":"10.1002/ase.2525","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1776-1778"},"PeriodicalIF":5.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142453930","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":"Enhancing exam question quality in medical education through bootstrapping.","authors":"Changiz Mohiyeddini","doi":"10.1002/ase.2522","DOIUrl":"https://doi.org/10.1002/ase.2522","url":null,"abstract":"<p><p>Medical schools are required to assess and evaluate their curricula and to develop exam questions with strong reliability and validity evidence, often based on data derived from statistically small samples of medical students. Achieving a large enough sample to reliably and validly evaluate courses, assessments, and exam questions would require extensive data collection over many years, which is inefficient, especially in the fast-changing educational environment of medical schools. This article demonstrates how advanced quantitative methods, such as bootstrapping, can provide reliable data by resampling a single dataset to create many simulated samples. This economic approach, among others, allows for the creation of confidence intervals and, consequently, the accurate evaluation of exam questions as well as broader course and curriculum assessments. Bootstrapping offers a robust alternative to traditional methods, improving the psychometric quality of exam questions, and contributing to fair and valid assessments in medical education.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142453932","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":"Community college student perceptions of digital anatomy models as a curricular resource","authors":"Yvonne M. Baptiste,&nbsp;Samuel Abramovich","doi":"10.1002/ase.2523","DOIUrl":"10.1002/ase.2523","url":null,"abstract":"<p>Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short-term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (<i>n</i> = 92). Academic content significantly affected self-reported student use (<i>p</i> &lt; 0.001) as well as student perceived usefulness of the model (<i>p</i> = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1731-1748"},"PeriodicalIF":5.2,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142453931","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}