Anatomical Sciences Education最新文献_第4页

Journal recommended guidelines for survey-based research 期刊推荐的调查研究指南。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-26 DOI: 10.1002/ase.2499

Adam B. Wilson, Boon Huat Bay, Jessica N. Byram, Melissa A. Carroll, Gabrielle M. Finn, Niels Hammer, Sabine Hildebrandt, Claudia Krebs, Jonathan J. Wisco, Jason M. Organ

引用次数: 0

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-26 DOI: 10.1002/ase.2500

Adam B. Wilson, Boon Huat Bay, Jessica N. Byram, Melissa A. Carroll, Gabrielle M. Finn, Niels Hammer, Sabine Hildebrandt, Claudia Krebs, Jonathan J. Wisco, Jason M. Organ

引用次数: 0

Does dissection influence weight bias among doctor of physical therapy students? 解剖是否会影响物理治疗博士学生的体重偏差？

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-22 DOI: 10.1002/ase.2497

Krista Rompolski, Michael A. Pascoe

{"title":"Does dissection influence weight bias among doctor of physical therapy students?","authors":"Krista Rompolski, Michael A. Pascoe","doi":"10.1002/ase.2497","DOIUrl":"10.1002/ase.2497","url":null,"abstract":"Anatomy with human dissection may help to develop respect for the human body and professionalism; however, dissection may worsen students' attitudes about body weight and adiposity. The purpose of this study was to measure weight bias among Doctor of Physical Therapy (DPT) students enrolled in gross anatomy and determine if, and how the experience of dissection impacts weight bias. Ninety-seven DPT students (70 University of Colorado [CU], 27 Moravian University [MU]) were invited to complete a survey during the first and final weeks of their anatomy course. The survey included demographic items, two measures of weight bias—the Modified Weight Bias Internalized Scale (M-WBIS) and the Attitudes Towards Obese Persons (ATOP) Scale—and open-ended questions for the students who participated in dissection (CU students) that explored attitudes about body weight and adiposity. At baseline, there were no significant differences (p > 0.202) in ATOP, M-WBIS, or BMI between the two universities. The mean scores on both the ATOP and M-WBIS indicated a moderate degree of both internalized and externalized weight bias. There were no significant changes in ATOP (p = 0.566) or M-WBIS scores (p = 0.428). BMI had a low correlation with initial M-WBIS scores (⍴ = 0.294, p = 0.038) and a high correlation with change scores in CU students (⍴ = 0.530, p = 0.011). Future studies should utilize the same measures of weight bias in other healthcare trainees to facilitate comparison and incorporate larger populations of DPT students.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1473-1484"},"PeriodicalIF":5.2,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142015692","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

ChatGPT versus a customized AI chatbot (Anatbuddy) for anatomy education: A comparative pilot study 用于解剖学教育的 ChatGPT 与定制的人工智能聊天机器人（Anatbuddy）：对比试验研究

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-21 DOI: 10.1002/ase.2502

Gautham Arun, Vivek Perumal, Francis Paul John Bato Urias, Yan En Ler, Bryan Wen Tao Tan, Ranganath Vallabhajosyula, Emmanuel Tan, Olivia Ng, Kian Bee Ng, Sreenivasulu Reddy Mogali

{"title":"ChatGPT versus a customized AI chatbot (Anatbuddy) for anatomy education: A comparative pilot study","authors":"Gautham Arun, Vivek Perumal, Francis Paul John Bato Urias, Yan En Ler, Bryan Wen Tao Tan, Ranganath Vallabhajosyula, Emmanuel Tan, Olivia Ng, Kian Bee Ng, Sreenivasulu Reddy Mogali","doi":"10.1002/ase.2502","DOIUrl":"10.1002/ase.2502","url":null,"abstract":"Large Language Models (LLMs) have the potential to improve education by personalizing learning. However, ChatGPT-generated content has been criticized for sometimes producing false, biased, and/or hallucinatory information. To evaluate AI's ability to return clear and accurate anatomy information, this study generated a custom interactive and intelligent chatbot (Anatbuddy) through an Open AI Application Programming Interface (API) that enables seamless AI-driven interactions within a secured cloud infrastructure. Anatbuddy was programmed through a Retrieval Augmented Generation (RAG) method to provide context-aware responses to user queries based on a predetermined knowledge base. To compare their outputs, various queries (i.e., prompts) on thoracic anatomy (n = 18) were fed into Anatbuddy and ChatGPT 3.5. A panel comprising three experienced anatomists evaluated both tools' responses for factual accuracy, relevance, completeness, coherence, and fluency on a 5-point Likert scale. These ratings were reviewed by a third party blinded to the study, who revised and finalized scores as needed. Anatbuddy's factual accuracy (mean ± SD = 4.78/5.00 ± 0.43; median = 5.00) was rated significantly higher (U = 84, p = 0.01) than ChatGPT's accuracy (4.11 ± 0.83; median = 4.00). No statistically significant differences were detected between the chatbots for the other variables. Given ChatGPT's current content knowledge limitations, we strongly recommend the anatomy profession develop a custom AI chatbot for anatomy education utilizing a carefully curated knowledge base to ensure accuracy. Further research is needed to determine students' acceptance of custom chatbots for anatomy education and their influence on learning experiences and outcomes.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1396-1405"},"PeriodicalIF":5.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142015690","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

Creating new embryological models for teaching cardiac development in embryology 为胚胎学中的心脏发育教学创建新的胚胎学模型。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-21 DOI: 10.1002/ase.2505

Geoffery D. Fernquist, Karen E. Samonds

{"title":"Creating new embryological models for teaching cardiac development in embryology","authors":"Geoffery D. Fernquist, Karen E. Samonds","doi":"10.1002/ase.2505","DOIUrl":"10.1002/ase.2505","url":null,"abstract":"Embryology is an essential component to understanding human anatomy. It requires an in-depth understanding of 3D knowledge but is primarily taught with 2-dimensional resources. In particular, the development of the human heart is a complex process and difficult to understand using traditional teaching methods. We present here a series of heart embryology models created to supplement embryology education and aid students in understanding this complex process. Using Polydoh moldable plastic, models representing six different critical steps in heart formation are described, including: the fusing of the heart tubes (days 21–23), beginning of the cardiac loop (early day 23), fully formed cardiac loop (late day 23), four-week heart, formation of the endocardial cushions and septi (late fourth week), and heart with fully formed septi with functioning foramen ovale (sixth week). These models not only improve embryology education but also the understanding of heart pathologies. This method provides an affordable option for embryology education and provides students with learning tools that assist with the comprehension of the development of a complex organ.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1384-1388"},"PeriodicalIF":5.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2505","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142015691","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

Gaze cueing improves pattern recognition of histology learners 凝视提示提高了组织学学习者的模式识别能力。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-12 DOI: 10.1002/ase.2498

Michelle Bellstedt, Adrian Holtrup, Nils Otto, Markus Berndt, Aline Doreen Scherff, Cihan Papan, Anita Robitzsch, Markus Missler, Dogus Darici

{"title":"Gaze cueing improves pattern recognition of histology learners","authors":"Michelle Bellstedt, Adrian Holtrup, Nils Otto, Markus Berndt, Aline Doreen Scherff, Cihan Papan, Anita Robitzsch, Markus Missler, Dogus Darici","doi":"10.1002/ase.2498","DOIUrl":"10.1002/ase.2498","url":null,"abstract":"Experts perceive and evaluate domain-specific visual information with high accuracy. In doing so, they exhibit eye movements referred to as “expert gaze” to rapidly focus on task-relevant areas. Using eye tracking, it is possible to record these implicit gaze patterns and present them to histology novice learners during training. This article presents a comprehensive evaluation of such expert gaze cueing on pattern recognition of medical students in histology. For this purpose, 53 students were randomized into two groups over eight histology sessions. The control group was presented with an instructional histology video featuring voice commentary. The gaze cueing group was presented the same video, but with an additional overlay of a live recording of the expert's eye movements. Afterward, students' pattern recognition was assessed through 20 image-based tasks (5 retention, 15 transfer) and their cognitive load with the Paas scale. Results showed that gaze cueing significantly outperformed the control group (p = 0.007; d = 0.40). This effect was evident for both, retention (p = 0.003) and transfer tasks (p = 0.046), and generalized across different histological contexts. The cognitive load was similar in both groups. In conclusion, gaze cueing helps histology novice learners to develop their pattern recognition skills, offering a promising method for histology education. Histology educators could benefit from this instructional strategy to provide new forms of attentional guidance to learners in visually complex learning environments.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1461-1472"},"PeriodicalIF":5.2,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141970056","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

Perspectives of a non-medically and a medically qualified early career anatomy academic on facilitating case-based learning sessions for undergraduate medical students 一位非医学专业和一位医学专业的早期解剖学者对促进医学本科生病例学习课程的看法。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-01 DOI: 10.1002/ase.2493

Eleni Patera, Mustafa Mohammedyiya Adwan

{"title":"Perspectives of a non-medically and a medically qualified early career anatomy academic on facilitating case-based learning sessions for undergraduate medical students","authors":"Eleni Patera, Mustafa Mohammedyiya Adwan","doi":"10.1002/ase.2493","DOIUrl":"10.1002/ase.2493","url":null,"abstract":"Case-based learning (CBL) is a student-centered pedagogy where medical students are given a real-world clinical problem. At St George's University of London (SGUL), anatomy academics can volunteer to facilitate CBL sessions for pre-clinical undergraduate medical students. The major benefits of facilitating CBL sessions from the perspective of a non-medically qualified early career anatomy academic (ECAA) include exposure to clinical cases that help the academic develop an understanding over key clinical cases at the context of clinical anatomy and other disciplines including physiology, pathology, and pharmacology. Furthermore, facilitating CBL sessions assists in the acquisition of basic knowledge over history taking, the conduction of clinical examinations, the investigations performed for the diagnosis of a condition as well as how it is managed. The major benefits of facilitating CBL sessions from the perspective of a medically qualified ECAA include staying in touch with the clinical aspect of medicine and becoming familiar with the country's healthcare system and its professional standards. Perceived benefits shared by both the non-medically and medically qualified ECAA include the opportunity to become familiar with the structure and key elements of the pre-clinical medical curriculum as well as gain experience in facilitating small group teaching sessions. Overall, facilitating CBL sessions can help non-medically and medically qualified ECAAs in different contexts that may help them with their individual career goals, can encourage collaborative discussions between clinical and non-clinical anatomy academics as well as help bridge the gap between the anatomy teaching approaches employed by non-medically qualified and medically qualified anatomy academics.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1375-1383"},"PeriodicalIF":5.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873610","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

Correction to "The rise of ChatGPT: Exploring its potential in medical education". 更正 "ChatGPT 的兴起：探索其在医学教育中的潜力"。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-01 DOI: 10.1002/ase.2496

引用次数: 0

Anatomy outreach: A conceptual model of shared purposes and processes 解剖外联：共同目的和过程的概念模型。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-31 DOI: 10.1002/ase.2478

Angelique N. Dueñas, Paul A. Tiffin, Gabrielle M. Finn

{"title":"Anatomy outreach: A conceptual model of shared purposes and processes","authors":"Angelique N. Dueñas, Paul A. Tiffin, Gabrielle M. Finn","doi":"10.1002/ase.2478","DOIUrl":"10.1002/ase.2478","url":null,"abstract":"Anatomy outreach is a well-documented practice by many academic institutions, defined here as when anatomy-related services are provided to external communities. However, most of the current literature on this topic is largely descriptive, focusing on the ‘what’ of anatomy-related outreach, rather than the generalizable ‘why’ or ‘how’. There exists no shared conceptual model of what anatomy outreach tries to achieve from the perspective of ‘outreachers’, and how anatomists support these goals. Thus, this study aimed to explore the comprehension of anatomy outreach as a social phenomenon in the anatomy education community. This qualitative research used constructivist grounded theory to explore the perspectives of anatomists with experience facilitating anatomy outreach. A total of 18 participants completed semi-structured interviews. Analysis resulted in the construction of nine broad categories of themes relating to anatomy outreach: types of outreach, specific activities, goals of outreach, subject benefit (why anatomy?), enablers, challenges, appraisal, motivators/drivers, and community perspectives from the immediate anatomy community and wider field (Science, Technology, Engineering, and Mathematics (STEM) and health professions education (HPE)). These results were constructed into a conceptual model of anatomy outreach. The findings suggest that anatomists view the subject matter as a socially connecting experience that can engage a wide variety of individuals. The multimodal nature of anatomy, combined with teaching expertise, lends well to productive outreach. Most ‘outreachers’ do not have a strong understanding of the impact of their activities, however, and operate on a level of optimism that activities will support diversity, belonging, and health/anatomical literacy.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1445-1460"},"PeriodicalIF":5.2,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141854297","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

Changes in high school students attitudes toward health sciences following a hands-on outreach STEM program 高中生在参加科学、技术、工程与数学（STEM）实践拓展项目后对健康科学的态度发生了变化。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-31 DOI: 10.1002/ase.2494

Maia Masamoto BS, Courtney Stevens PhD, Lucas Ettinger PhD

{"title":"Changes in high school students attitudes toward health sciences following a hands-on outreach STEM program","authors":"Maia Masamoto BS, Courtney Stevens PhD, Lucas Ettinger PhD","doi":"10.1002/ase.2494","DOIUrl":"10.1002/ase.2494","url":null,"abstract":"Despite attempts to diversify healthcare workplaces and education, racial and ethnic minorities (REM) remain underrepresented in these fields. This study investigated changes in high school students' health science interest following a single exposure, hands-on anatomy laboratory visit. One hundred and eighty-eight high school students participated in a single day, one-hour visit to a human anatomy laboratory on a university campus. Participants engaged in hands-on activities centered around both human and animal specimens led by university mentors. Using a modified Science Technology Engineering and Mathematics—Career Interest Survey (STEM-CIS) questionnaire, health science STEM interest was calculated before and after the visits and compared using a paired t-test (α = 0.05). A 2 × 2 ANOVA (α = 0.05) was run on pre-to-post-visit interest score differences with factors of Race (White/REM) and Gender (Male/Female) to determine if race/ethnicity and/or gender moderated the gains observed. Overall, health science STEM interest increased significantly from pre- to post-visit (p < 0.001), and these gains were greater in REM students (p < 0.05) but did not differ as a function of gender. These findings indicate that a single visit to an anatomy laboratory with hands-on activities can be used as a tool to engage high school aged students in STEM and may be particularly beneficial for racial/ethnic minority students, potentially influencing health science STEM interest.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1417-1430"},"PeriodicalIF":5.2,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141858387","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