Anatomical Sciences Education最新文献

{"title":"Beyond permission: Reconsidering anatomy education through a contemporary Islamic fatwa in Türkiye.","authors":"İlke Ali Gürses, Ahmet Ertaş","doi":"10.1002/ase.70373","DOIUrl":"https://doi.org/10.1002/ase.70373","url":null,"abstract":"<p><p>The ethical use of human body donors in anatomy education is shaped by scientific and professional standards as well as cultural, societal, and religious contexts. In Türkiye, body donation remains limited, and anatomical institutions continue to rely partly on unclaimed and imported bodies, within a setting shaped by legal, cultural, and religious considerations. In December 2025, the High Board of Religious Affairs under the Presidency of Religious Affairs in Türkiye issued a religious ruling (fatwa) defining conditions under which the use of human bodies for medical education is permissible. This viewpoint examines the implications of these conditions for contemporary anatomical practice. Particular attention is given to the presumed equivalence between donor-based and simulation-based education, the boundary between education and research, the financial dimensions of body donation, and the relational and postmortem responsibilities associated with donor care. Some conditions introduce practical and conceptual challenges. Others converge with emerging international ethical perspectives that emphasize informed and relational consent, non-commercialization, donor dignity, and continuity of care. The fatwa provides an opportunity to reconsider anatomical practice within its broader ethical, cultural, and postmortem context.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149101618","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":"Re: Performance of multimodal large language models on image-based surgical anatomy, anatomical pathology, and radiology questions.","authors":"Gharbi Lassad","doi":"10.1002/ase.70357","DOIUrl":"https://doi.org/10.1002/ase.70357","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149101653","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":"Still building the foundation: Why reliability and validity studies in AI remain essential for anatomical sciences education.","authors":"Mohammad Aldalou, William S Brooks, Adam B Wilson","doi":"10.1002/ase.70372","DOIUrl":"https://doi.org/10.1002/ase.70372","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149101639","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":"Guidelines for designing and implementing game-based learning in comparative anatomy education.","authors":"Arthur Chin Haeng Lau, Renato Lopes Previdelli","doi":"10.1002/ase.70366","DOIUrl":"https://doi.org/10.1002/ase.70366","url":null,"abstract":"<p><p>Game-based learning (GBL) is increasingly used in health professions anatomy education to promote engagement, knowledge acquisition, collaboration, and application of knowledge. However, its application to comparative veterinary anatomy remains fragmented, with limited guidance on how games can be systematically designed around the specific demands of learning anatomy across different species and body systems. This article proposes a context-specific framework for the design and implementation of GBL specifically in comparative anatomy education, integrating principles of serious game design, instructional design, motivation, and knowledge consolidation. The framework conceptualizes GBL as an iterative process comprising four interconnected components: design, game cycle, drivers and product, and consolidation. Building on this framework, this discursive article presents a step-by-step approach for educators covering pedagogical justification, selection of appropriate anatomical content, definition of learning outcomes and game goals, identification of learners and context, game design and alignment, pilot testing and iteration, legal and ethical considerations, and curricular implementation. Examples of puzzles, matching games, virtual and augmented reality activities, quizzes, simulations, and role-playing games are presented to illustrate how different game mechanics can address specific challenges and learning outcomes in teaching and learning comparative anatomy. This discursive article also explores accessibility, inclusivity, sustainability, and resource requirements for implementing GBL in comparative anatomy education, providing practical guidance for educators seeking to develop purposeful, scalable, and educationally aligned GBL interventions.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056579","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":"Minimal virtual reality-induced symptoms and effects in anatomy education across controller types.","authors":"Sharmeen Adnan, Amanda C Benson, Junhua Xiao","doi":"10.1002/ase.70347","DOIUrl":"https://doi.org/10.1002/ase.70347","url":null,"abstract":"<p><p>With the increasing adoption of virtual reality (VR) in anatomy education, understanding VR-induced symptoms and effects (VRISE) is pivotal to effective curriculum design. To compare self-reported VRISE across different VR controller types, the study included 199 responses from students aged 18-54, enrolled in visceral anatomy or neuroanatomy courses, assigned to handheld (n = 109), hand-track (n = 50), or haptic (n = 40) controller groups. Participants rated VRISE (mental stress, physical stress, and sickness) on a 5-point Likert scale, following a 5- to 10-min VR activity. Overall, VRISE scores were low (Median = 1.33, Q1-Q3 1:00-2:00), with over 85% reporting none to minimal symptoms and scores did not differ by controller type (ε²R = 0.016). Males reported significantly lower VRISE (Median = 1:00, Q1-Q3 1:00-2:00) than females (Median = 1.67, Q1-Q3 1:00-2.33) and participants identifying as \"others\" (Median = 2.50, Q1-Q3 1.92-3.33), indicating a gender difference in VR experience, although interpretation should be cautious due to the small \"other\" sample. Subgroup analyses showed no associations with age, prior VR experience, or course enrolment. However, regression modeling indicated that prior VR experience increased the odds of reporting VRISE (OR 3.09, p = 0.013), while males were less likely to report symptoms (OR 0.15, p = 0.047), suggesting user characteristics may influence VRISE risk beyond content or device factors. Neither factor was significantly associated with controller type. Overall, VR anatomy sessions were well tolerated, with minimal VRISE across handheld, hand-tracking, and haptic controllers. These findings support the safe use of diverse VR controllers in anatomy education, although targeted support may benefit some demographic groups.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056661","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":"Honoring the silent teachers: Medical students' reflections following a body donor memorial ceremony in Türkiye.","authors":"Ayla Tekin, Nurşen Zeybek, Sibel Balci, Tuncay Çolak","doi":"10.1002/ase.70364","DOIUrl":"https://doi.org/10.1002/ase.70364","url":null,"abstract":"<p><p>Body donor memorial ceremonies are increasingly used in anatomy education to promote respect for donors, ethical awareness, and humanistic values. Evidence on students' perceptions of such ceremonies in Türkiye, however, remains limited. This study examined medical students' reflections on the first body donor memorial ceremony held at Kocaeli University Faculty of Medicine and their views on future ceremonies. A cross-sectional online survey was administered to medical students who entered medical school in the 2024-2025 academic year and progressed to Year 2 the following year. Attendance at the ceremony was voluntary. The survey included sociodemographic items, Likert-type statements evaluating the perceived impact of the ceremony among attendees, and questions on preferences for future ceremonies. Descriptive statistics and chi-square tests were used. In total, 246 students participated; 104 (42.3%) had attended the ceremony. Most attendees reported increased admiration for body donors (90.3%) and greater care toward donated bodies (94.2%). Positive effects were noted for academic experience, personal growth, empathy, reflection on death, and ethical awareness. Support for continuing memorial ceremonies was high. Students favored annual ceremonies organized by anatomy staff and students, inclusion of donor families, and permanent symbolic objects, while social media and artistic performances were generally not supported. These findings indicate that memorial ceremonies are perceived as meaningful educational experiences that support ethical reflection and professional identity formation and, importantly, that such educational and humanistic benefits may be achieved even when a ceremony honors a single body donor.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056619","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":"Clues and cortices: A pilot study of efficient, low-cost neuroanatomy escape room design using generative AI.","authors":"Robert M Becker, Sabrina C Woods, Andrew S Cale","doi":"10.1002/ase.70353","DOIUrl":"https://doi.org/10.1002/ase.70353","url":null,"abstract":"<p><p>Neuroanatomy is notoriously challenging due to its complexity and abstract spatial relationships, often evoking anxiety and frustration among learners. Educational escape rooms, a form of game-based learning (GBL), can promote engagement and learning but typically require significant faculty time and resources to design. This study describes an efficient, low-cost approach for creating a neuroanatomy escape room using generative artificial intelligence (AI) and evaluates its impact on learner engagement and knowledge. Existing course-aligned materials were transformed by ChatGPT 4.0 into riddles and crossword puzzles, which formed the basis of a four-station escape room for a graduate-level neuroanatomy course. Prior to and after the escape room, students completed pre- and post-questionnaires containing perception items on a 5-point Likert scale (5 = strongly agree, 1 = strongly disagree) and a 10-item neuroanatomy knowledge quiz. A total of 14 students completed the AI-generated escape room, with 11 providing matched pre- and post-questionnaire data. Participants reported high engagement (Median = 5, IQR 5-5), high satisfaction (Median = 5, IQR 5-5), and would recommend it to their peers (Median = 5, IQR 5-5), fulfilling Level 1 (Reaction) of Kirkpatrick's training evaluation framework. Although students believed the escape room improved their understanding of neuroanatomy (Median = 4, IQR 4-5), average quiz scores did not change significantly (both pre and post = 6.4 ± 2.2, p = 0.67), indicating limited knowledge gains. While cognitive gains were not demonstrated, this pilot study suggests that AI-supported escape room development is a feasible, low-burden approach to GBL that warrants further evaluation.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056627","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":"Integration of cadaveric dissections with emerging digital technologies in a neurosurgery and neuroanatomy residency training program: Implementation and first-year experience.","authors":"Luciano C P C Leonel, Punnose Kattil, Morgan Forston, Yolanda Salinas-Alvarez, Juan Antonio Rivera-Perez, Stephen Graepel, Megan Bauman, Nirusha Lachman, Maria Peris-Celda","doi":"10.1002/ase.70345","DOIUrl":"https://doi.org/10.1002/ase.70345","url":null,"abstract":"<p><p>Neuroanatomy remains a core competency in neurosurgical training, particularly in skull base education, where learners must integrate three-dimensional spatial understanding, radiologic correlation, and stepwise procedural knowledge. Cadaveric dissection remains foundational, but adjunctive digital tools may strengthen repeated visualization and anatomical review. We describe the educational rationale and implementation of integrating stereoscopic teaching, a stepwise digital application, photogrammetry, and virtual reality within an established neurosurgical skull base curriculum. Within the Mayo Clinic cranial base course embedded in a broader longitudinal curriculum, four postgraduate year 4 neurosurgery residents participated in transcranial and endoscopic cadaveric dissections supported by stereoscopic lectures, workstation-based tablet guidance, and immersive review using photogrammetry, virtual reality, and computed tomography/magnetic resonance imaging correlation. The integrated design aligned these modalities with course objectives in anatomical landmark recognition, operative corridor planning, radiologic-anatomic translation, and stepwise procedural rehearsal. The educational contribution of this model lies in the intentional integration of digital adjuncts around cadaveric dissection rather than in a single technology alone. This multimodal sequence may support spatial understanding, procedural preparation, and competency-oriented skull base training while extending review beyond the laboratory. Current evaluation is best interpreted as preliminary program evaluation rather than definitive learner-outcome evidence. This model may offer a transferable approach for programs seeking to complement cadaveric education with emerging digital tools and provides a basis for future prospective evaluations using multiple low-stakes assessment data points across the broader curriculum.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056630","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 topic complexity and teaching method effectiveness: A parallel randomized controlled trial exploring patterns across body donor-based, virtual, and blended anatomy education.","authors":"Ruben Prasad Kamachi Christdoss, Rohini Punja, Dhiren Punja","doi":"10.1002/ase.70361","DOIUrl":"https://doi.org/10.1002/ase.70361","url":null,"abstract":"<p><p>Body donor dissection remains the cornerstone of anatomy education, while virtual platforms such as the Anatomage table are increasingly integrated into curricula. However, comparative studies often treat anatomical content as pedagogically uniform, overlooking differences in structural and spatial complexity. Two parallel randomized controlled trials were conducted among first-year medical students. Study 1 examined a low-complexity region (cubital fossa; n = 62), and Study 2 examined a high-complexity region (knee joint; n = 219). Students were randomized to body donor dissection, virtual instruction using the Anatomage table, or a blended combination of both. Knowledge acquisition was assessed using validated pre- and post-tests, and student perceptions were evaluated using a structured Likert-scale questionnaire. For the cubital fossa, body donor teaching produced significantly higher post-test scores than virtual instruction (p < 0.001) and numerically higher scores than blended teaching. For the knee joint, body donor and blended teaching yielded statistically comparable learning outcomes (p = 0.967), and both significantly outperformed virtual instruction alone (p < 0.05). Students preferred body donor-based learning for collaboration and instructor feedback, while virtual instruction increased interest and perceived material quality. These findings are suggestive of a pattern in which anatomical topic complexity may be associated with differential teaching method effectiveness. However, this study examined only two anatomical regions using short-term assessments, and findings should be considered exploratory and require confirmation through within-subjects longitudinal studies. Curriculum designers may nonetheless consider strategically deploying teaching methods based on content characteristics rather than adopting uniform approaches across all anatomy instruction.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056681","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":"Interactive pathology teaching on Instagram: Engagement outcomes from a 4-week pilot study.","authors":"Madison T Hindes, Ben S-Y Ung, Maria C Caruso","doi":"10.1002/ase.70362","DOIUrl":"https://doi.org/10.1002/ase.70362","url":null,"abstract":"<p><p>Social media is increasingly employed for medical education, yet Instagram remains under-explored for visually rich disciplines, such as pathology. Using an established Instagram profile (@Patholife, >6000 followers), we delivered a structured, interactive educational series covering colorectal cancer, melanoma, and prostate cancer over a 4-week study period (1 week of promotion, 3 weeks of content delivery) in November-December 2024. Most interactions with this content were passive (likes and saves). Engagement patterns differed by topic and post type, although inferential findings were interpreted cautiously because views were not independent and the number of posts was small. On-platform quizzes generated greater visible participation than the external Qualtrics quiz, although this comparison was confounded by concurrent post-boosting. No significant difference was found between Story Poll and Case Study quiz formats (p = 0.76). Boosting increased visibility descriptively but did not enhance deeper engagement. Framed by Cognitive Load Theory and Mayer's Cognitive Theory of Multimedia Learning, findings underscore three principles for digital pathology education: (1) embed interactive content directly on-platform; (2) use visually rich, concise materials aligned with multimedia learning principles; and (3) employ boosting selectively for visibility. Instagram shows promise for interactive, accessible pathology education globally, though direct measurement of learning outcomes remains a critical next step.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056615","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}