Anatomical Sciences Education最新文献_第5页

Students with prior anatomy experience start out stronger in medical school gross anatomy 有解剖经验的学生在医学院学习大体解剖学时会更有优势。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-29 DOI: 10.1002/ase.2495

Marlene D. Louro, Grace Meegan, Lauren R. Rudin, Michael C. Granatosky, Nathan E. Thompson

{"title":"Students with prior anatomy experience start out stronger in medical school gross anatomy","authors":"Marlene D. Louro, Grace Meegan, Lauren R. Rudin, Michael C. Granatosky, Nathan E. Thompson","doi":"10.1002/ase.2495","DOIUrl":"10.1002/ase.2495","url":null,"abstract":"Gross anatomy is a crucial course in medical school; it sets the foundation for future coursework and is highly valued by clinicians. While both medical students and faculty recognize the importance of pre-medical school anatomy experience, few medical schools require it as a prerequisite. Consequently, medical school gross anatomy courses have a diverse range of prior anatomy experience among students. Prior studies have shown mixed results regarding the impact of pre-medical school anatomy experience on medical school gross anatomy performance, often using final exam scores as the metric of analysis. In this study, we investigated the relationship between pre-medical school anatomy experience and medical school gross anatomy performance among students at New York Institute of Technology, College of Osteopathic Medicine. We surveyed students from all four matriculated years and analyzed their individual anatomy laboratory exam scores and final anatomy laboratory course scores. We found that students with prior anatomy experience performed significantly better on the first anatomy laboratory exam, leading to an overall positive effect on their final anatomy laboratory score. However, this advantage seemed to diminish in subsequent exams, suggesting that students without prior experience rapidly adjusted to the course challenges. Students with prior anatomy experience felt more prepared for the anatomy course, reported lower stress levels, and believed they had an advantage over peers without prior experience. Our study highlights the importance of pre-medical school anatomy experience, particularly for early performance in the anatomy course.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1406-1416"},"PeriodicalIF":5.2,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141791432","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

A pilot study exploring the effectiveness of binaural beats at reducing anxiety associated with cadaveric dissection 一项探索双耳节拍对减轻尸体解剖相关焦虑的有效性的试点研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-28 DOI: 10.1002/ase.2492

Liteboho Tlotliso Mosheshe, Janine C. Correia, Nadine Rampf

{"title":"A pilot study exploring the effectiveness of binaural beats at reducing anxiety associated with cadaveric dissection","authors":"Liteboho Tlotliso Mosheshe, Janine C. Correia, Nadine Rampf","doi":"10.1002/ase.2492","DOIUrl":"10.1002/ase.2492","url":null,"abstract":"This study explored the effects of a novel intervention, binaural beats (BB), on anxiety levels of anatomy students during cadaveric dissections and its impact on the learning environment. The study was quasi-experimental, employing a purposive sampling strategy. State (SA) and trait (TA) anxiety levels were measured using the State–Trait Anxiety Inventory during two routine dissection sessions. SA was measured at three time points: at the start, after a 3-min control (silence)/intervention (10 Hz BB) session, and at the end of the dissection. A post-study survey was distributed to the participants to obtain qualitative feedback on their perceptions of BB use during cadaveric dissections. Thirteen female students participated in this study (mean age 19.62 ± 0.65 years). Both control and intervention measures significantly reduced SA levels, with BB demonstrating a greater effect size (Hedges' g = 0.98 for intervention vs. 0.76 for control). SA decreased significantly after the BB intervention (t(12) = 3.78, p = 0.003) and remained low throughout the session, in contrast to the control session, where the reduction post-measure was not sustained (t(12) = −0.64, p = 0.54). Feedback from the post-study survey indicated that most students found the BB intervention effective in reducing their anxiety levels before the dissection. The BB intervention was effective in reducing and maintaining students' SA levels during dissection. Students reported positive experiences with BB. Further investigations are warranted to determine whether the findings of this study can be generalized to larger and more heterogeneous populations.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1431-1444"},"PeriodicalIF":5.2,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786583","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

Learning cardiac embryology on YouTube—What videos are there to view? 在 YouTube 上学习心脏胚胎学--有哪些视频可供观看？

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-28 DOI: 10.1002/ase.2467

Ruth Mathew, Niveta Ramakrishnan, Fiona Boland, Teresa Pawlikowska, Jane C. Holland

{"title":"Learning cardiac embryology on YouTube—What videos are there to view?","authors":"Ruth Mathew, Niveta Ramakrishnan, Fiona Boland, Teresa Pawlikowska, Jane C. Holland","doi":"10.1002/ase.2467","DOIUrl":"10.1002/ase.2467","url":null,"abstract":"In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as “useful.” Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or “filter failure.”","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1495-1508"},"PeriodicalIF":5.2,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786584","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

Medical school students' perspectives on virtual anatomy education in a developing country 发展中国家医学院学生对虚拟解剖学教育的看法。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-26 DOI: 10.1002/ase.2486

Smart I. Mbagwu, Edem E. Edem, Oluwaseun E. Adegbilero-Iwari, Gabriel G. Akunna, Victor O. Makanjuola, Felix O. Ogbo, Linus A. Enye

{"title":"Medical school students' perspectives on virtual anatomy education in a developing country","authors":"Smart I. Mbagwu, Edem E. Edem, Oluwaseun E. Adegbilero-Iwari, Gabriel G. Akunna, Victor O. Makanjuola, Felix O. Ogbo, Linus A. Enye","doi":"10.1002/ase.2486","DOIUrl":"10.1002/ase.2486","url":null,"abstract":"Understanding the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online education in Nigeria, this study evaluated the perceptions of medical and allied-health students toward online anatomy education both during the COVID-19 lockdown in Nigeria and for the future. For this study, Google Form questionnaires were distributed via different social and academic platforms to medical and allied-health students in Nigeria between September 28 and December 17, 2020. A total of 954 students participated in the study and 947 valid responses were recorded. The results showed that 77.6% of the students had reported computer/IT skills and 12.1% admitted that they had never attended an online class. Interestingly, 60% of the respondents disapproved of online learning approaches as effective tools for instructions in the anatomical sciences. Majority of the students (84%) agreed that their performance in anatomy would have been better if the classes were face-to-face, while 55% found the online anatomy classes uninteresting. Furthermore, 91.5% agreed that anatomy educators needed advanced skills for online education, while 94.2% agreed that anatomy online teaching needs more advanced technology to be implemented in Nigeria. This study revealed an overall negative perception about the suitability and effectiveness of online anatomy education in Nigerian medical/health training. This study recommends further investigations into the challenges that were presented during online anatomy education at the peak of the pandemic. This will help direct the development and implementation of a workable and sustainable online education model for anatomical sciences in Nigeria.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1345-1357"},"PeriodicalIF":5.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755886","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

Artificial intelligence and anatomy grading: Opportunities for more meaningful learning 人工智能和解剖分级：更有意义的学习机会。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-22 DOI: 10.1002/ase.2485

Angelique N. Dueñas, Andrew M. Deweyert

引用次数: 0

A pilot study for the evaluation of 3D anatomy application ‘Complete Anatomy’ as an additional non-mandatory study tool for the functional anatomy classes of first year physical therapy students 三维解剖学应用程序 "完整解剖学 "作为物理治疗专业一年级学生功能解剖学课程的额外非必修学习工具的试点评估研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-22 DOI: 10.1002/ase.2491

Michael E. J. Stouthandel, Lena Van Beek, Joris Van de Velde, Carl Vangestel, Tom Van Hoof

{"title":"A pilot study for the evaluation of 3D anatomy application ‘Complete Anatomy’ as an additional non-mandatory study tool for the functional anatomy classes of first year physical therapy students","authors":"Michael E. J. Stouthandel, Lena Van Beek, Joris Van de Velde, Carl Vangestel, Tom Van Hoof","doi":"10.1002/ase.2491","DOIUrl":"10.1002/ase.2491","url":null,"abstract":"For this pilot study, the use of the digital 3D anatomy application Complete Anatomy was evaluated as a non-mandatory additional study tool throughout the semester. The aim of the study was to investigate if the Complete Anatomy usage time had an effect on final exam grades and how the app was used post-Covid19. This cross-sectional study asked first year bachelor/freshman university students of Physical Therapy and Rehabilitation Sciences to fill out a questionnaire to gauge Complete Anatomy usage time, the student's exam results, and how the app was used, for example, in relation to other study tools. A positive correlation was found between the proportion of students that passed the final exam and the number of hours of Complete Anatomy usage (rs (4) = 0.94, p = 0.016). Compared to students who didn't use Complete Anatomy, these positive effects were observed when students used Complete Anatomy for at least 10 h (p = 0.04). The app was well-used with almost half of the respondents reporting >10 h of usage time. The results from this study provide a good overview of how and how often Complete Anatomy is used. Although a positive correlation between the hours of use and the number of passing grades was found in this pilot study, a future study to prove the causality between these two factors is warranted to further investigate the effect of Complete Anatomy as an additional non-mandatory study tool.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1336-1344"},"PeriodicalIF":5.2,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141732941","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

Correction to Emerging trends on the anatomy teaching reforms in the last 10 years: Based on VOSviewer and CiteSpace 更正为 "近十年解剖学教学改革的新动向"：基于 VOSviewer 和 CiteSpace。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-17 DOI: 10.1002/ase.2487

引用次数: 0

Environmental sustainability in anatomy: A call for action 解剖学中的环境可持续性：呼吁采取行动。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-17 DOI: 10.1002/ase.2482

Goran Štrkalj, Joyce El-Haddad

引用次数: 0

Día de Muertos: A confluence of gross anatomy, culture, and spirituality 亡灵节：解剖学、文化和精神的交汇。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-16 DOI: 10.1002/ase.2490

Hannah L. Herriott, Neftali R. Del Rio, Daniel P. Justin

{"title":"Día de Muertos: A confluence of gross anatomy, culture, and spirituality","authors":"Hannah L. Herriott, Neftali R. Del Rio, Daniel P. Justin","doi":"10.1002/ase.2490","DOIUrl":"10.1002/ase.2490","url":null,"abstract":"Is there room for spirituality and reflection in gross anatomy? While Jesuit institutions have incorporated contemplation and reflection into their curricula for centuries; the integration of reflective practices into the gross anatomy curriculum has gained traction in recent years. Additionally, more emphasis has been placed on diversity, equity, inclusion, and belonging within health professions education. As a Jesuit, Catholic university that is simultaneously classified as a Hispanic-Serving Institute (HSI), Regis University was well-positioned to integrate reflective and celebratory activities in honor of Día de Muertos (the Day of the Dead) into a graduate level anatomy course for Doctor of Physical Therapy students. From a communal ofrenda (altar) to a celebration during a lecture to a reflective ceremony honoring body donors in the laboratory, students and faculty constructed a learning environment that incorporated spirituality and culture into anatomy in a thoughtful manner. Furthermore, by seeking student input on the design of this innovative educational experience, each of these activities aided in fostering a sense of cultural and spiritual belonging for Hispanic and Latine students who are historically marginalized in health professions, thereby promoting diversity, equity, inclusion, and belonging through a gross anatomy course.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 8","pages":"1606-1617"},"PeriodicalIF":5.2,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141625429","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

A review of the ethical considerations for the use of 3D printed materials in medical and allied health education and a proposed collective path forward 回顾在医学和专职医疗教育中使用 3D 打印材料的伦理考虑因素，并提出集体前进之路。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-12 DOI: 10.1002/ase.2483

Andrew S. Deane, Kelsey T. Byers

{"title":"A review of the ethical considerations for the use of 3D printed materials in medical and allied health education and a proposed collective path forward","authors":"Andrew S. Deane, Kelsey T. Byers","doi":"10.1002/ase.2483","DOIUrl":"10.1002/ase.2483","url":null,"abstract":"3D scanning and printing technologies are quickly evolving and offer great potential for use in gross anatomical education. The use of human body donors to create digital scans and 3D printed models raises ethical concerns about donor informed consent, potential commodification, and access to and storage of potentially identifiable anatomical reproductions. This paper reviews available literature describing ethical implications for the application of these emerging technologies, existing published best practices for managing and sharing 2D imaging, and current adherence to these best practices by academic body donation programs. We conclude that informed consent is paramount for all uses of human donor and human donor-derived materials and that currently there is considerable diversity in adherence to established best practices for the management and sharing of 3D digital content derived from human donors. We propose a new and simplified framework for categorizing donor-derived teaching materials and the corresponding level of consent required for digital sharing. This framework proposes an equivalent minimum level of specific consent for human donor and human donor-derived materials relative to generalized, nonidentical teaching materials (i.e., artificial plastic models). Likewise, we propose that the collective path forward should involve the creation of a centralized, secure repository for digital human donor 3D content as a mechanism for accumulating, regulating, and controlling the distribution of properly consented human donor-derived 3D digital content that will also increase the availability of ethically created human-derived teaching materials while discouraging commodification.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1164-1173"},"PeriodicalIF":5.2,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141597965","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