Anatomical Sciences Education最新文献

{"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}

{"title":"21st Annual Meeting of the Australian and New Zealand Association of Clinical Anatomists (ANZACA)","authors":"","doi":"10.1002/ase.2554","DOIUrl":"10.1002/ase.2554","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 2","pages":"209-224"},"PeriodicalIF":5.2,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143045084","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":"Departing from standard practices: Strategic application of value engineering in the anatomy laboratory to enhance formaldehyde extraction using high-impact, low-cost, and low-maintenance solutions","authors":"Jürgen Russ,&nbsp;Niels Hammer","doi":"10.1002/ase.2553","DOIUrl":"10.1002/ase.2553","url":null,"abstract":"<p>This study describes the process of developing a high-impact, low-cost, and low-maintenance air ventilation system for anatomy facilities. It employed the strategic application of Value Engineering (VE), assuring that the air ventilation system meets contemporary threshold limit values (TLVs) for formaldehyde in the working zone of dissection tables. A creative–innovative construction methodology was used, combining the Theory of Inventive Problem Solving (TRIZ/TIPS) and VE for an anatomy laboratory air ventilation concept. The TRIZ/TIPS aimed to resolve conflicts that impeded progress toward higher ideality, while VE aimed to develop alternative approaches to fulfill required functions at a minimal cost. The findings were first trialed in a mockup while dissecting human tissues embalmed with two protocols. The experimental results were validated by computational fluid dynamics simulations, and then followed by a pilot and commissioning phase once the physical installation of the dissection laboratory concluded. The findings demonstrate the superiority of the combined TRIZ/TIPS and VE approach in terms of air distribution and efficient formaldehyde extraction within the breathing zone. A formaldehyde exposition below 0.1 ppm, lowered air exchange rates, and system usability proved that the given third-generation ventilation system complies with contemporary TLVs and potential changes in user requirements. The third-generation ventilation system offers a cost-effective, high-impact, and low-maintenance solution for state-of-the-art air ventilation systems in the anatomy dissection laboratory. The underlying design approach ensured that formaldehyde levels in the laboratory meet the TLV and indoor air guideline values for formaldehyde exposure, at which current knowledge indicates no increased risk of cancer.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 3","pages":"241-253"},"PeriodicalIF":5.2,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142996655","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 impact of COVID-19 pre-university education on first-grade medical students. A performance study of students of a Department of Histology","authors":"José Manuel García,&nbsp;David Sánchez-Porras,&nbsp;Miguel Etayo-Escanilla,&nbsp;Paula Ávila-Fernández,&nbsp;Olimpia Ortiz-Arrabal,&nbsp;Miguel-Ángel Martín-Piedra,&nbsp;Fernando Campos,&nbsp;Óscar-Darío García-García,&nbsp;Jesús Chato-Astrain,&nbsp;Miguel Alaminos","doi":"10.1002/ase.2551","DOIUrl":"10.1002/ase.2551","url":null,"abstract":"<p>The recent coronavirus disease (COVID-19) forced pre-university professionals to modify the educational system. This work aimed to determine the effects of pandemic situation on students' access to medical studies by comparing the performance of medical students. We evaluated the performance of students enrolled in a subject taught in the first semester of the medical curriculum in two pre-pandemic academic years (PRE), two post-pandemic years (POST), and an intermediate year (INT) using the results of a final multiple-choice exam. Consistency analysis among periods was performed using the Cronbach alpha coefficient (<i>α</i>), the difficulty index with random effects correction (DI), and the point-biserial correlation index (PB). The five exams were homogeneous and had similar <i>α</i>, DI, and PB difficultness. Performance significantly decreased in POST students compared with PRE students, with a correlation between performance and the academic years (PRE-POST). A significant decrease in the percentage of correct answers was detected in the academic years, with POST students showing lower results than PRE students, but not in the percentage of questions answered incorrectly. Significantly higher percentages of unanswered questions were found among POST students. These results confirm the negative impact of the POST pre-university educational system on the performance of students accessing medical school and suggest that POST students could have a higher degree of uncertainty. Specific education programs should be implemented during the first years of the medical curriculum to tailor this effect and increase students' self-confidence and knowledge, which may be associated with confidence.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 3","pages":"254-263"},"PeriodicalIF":5.2,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2551","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142963430","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}