Anatomical Sciences Education最新文献_第5页

The cognitive structure of gross anatomy knowledge in physiotherapy students 物理治疗专业学生对大体解剖知识的认知结构。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-10-15 DOI: 10.1002/ase.2519

Allan Besselink

{"title":"The cognitive structure of gross anatomy knowledge in physiotherapy students","authors":"Allan Besselink","doi":"10.1002/ase.2519","DOIUrl":"10.1002/ase.2519","url":null,"abstract":"Cognitive structures are the mental representation of domain knowledge and its organization. A preliminary investigation of the cognitive structure of gross anatomy knowledge was conducted on physiotherapy students. The criterion-related validation study examined two data modeling strategies (multidimensional scaling and Pathfinder networks) as potential visual and quantitative representations of cognitive structure. Two criterion standards were used: expert cognitive structure (concurrent) and the student's unit grade (predictive). The raw data for both data modeling strategies were generated from an online survey of paired comparisons of 20 anatomical structures and concepts relevant to musculoskeletal clinical practice. Convenience sampling was used to recruit first-semester physiotherapy students (n = 31), gross anatomy course instructors (n = 4), and domain experts (n = 3) who completed the online survey. The results indicated moderate-to-high effect sizes, regarding the level of agreement (reliability, accuracy, and association) between student and expert cognitive structures. Multiple regression analysis was performed to examine the potential relationships with unit grades. Six predictor variables accounted for 68.9% of the variance in unit grade, indicating a large effect size. The results provide preliminary evidence of concurrent and predictive criterion-related validity for using data modeling strategies to represent cognitive structure in this knowledge domain and population. Further research is indicated to assess the potential impact of this innovative use of data modeling strategies for cognitive structure mapping on gross anatomy education, adaptive learning, and competency-based education, leading to the long-term development of expertise.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1706-1718"},"PeriodicalIF":5.2,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142453861","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 slide into obscurity? The current state of histology education in Australian and Aotearoa New Zealand medical curricula in 2022–2023 滑向默默无闻？2022-2023 年澳大利亚和新西兰奥特亚罗瓦医学课程中组织学教育的现状。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-10-15 DOI: 10.1002/ase.2518

Amanda J. Meyer, Jamie A. Chapman

{"title":"A slide into obscurity? The current state of histology education in Australian and Aotearoa New Zealand medical curricula in 2022–2023","authors":"Amanda J. Meyer, Jamie A. Chapman","doi":"10.1002/ase.2518","DOIUrl":"10.1002/ase.2518","url":null,"abstract":"Australia and Aotearoa New Zealand (AANZ) medical schools have been impacted by curricular changes and the introduction of virtual microscopy (VM). No survey has explicitly described the outcome of these events on histology education in AANZ. This study provides a cross-sectional overview of histology education in accredited medical schools across AANZ in 2022–2023. Responses were received from 83% (19/23) of Australian medical schools, and 50% (1/2) of medical schools in Aotearoa New Zealand. VM, either exclusively (42%) or combined with traditional microscopy (37%), emerged as the preferred mode for delivering histology education. Common instructional methods included face-to-face lectures (26%) and synchronous online live lectures (26%). A significant proportion (84%) of educators supplemented resources with virtual microscopy websites. Integration of histology education was prevalent (79%), primarily with pathology (32%) or gross anatomy (26%). On average, medical students in the region spent a maximum of 21 ± 17 h in face-to-face histology laboratories throughout their degree. Histology education was predominantly taught by academics with a PhD degree. This study also examined the similarities and differences in histology education between AANZ and the global landscape. Through this examination, the present study positions AANZ within the broader context of histology education worldwide discusses key factors impacting histology education, and advocates for action to mitigate a looming shortage of pathologists in AANZ. In light of these findings, AANZ medical schools should integrate histology and pathology, establish a core curriculum, and promote flexible teaching modalities.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1694-1705"},"PeriodicalIF":5.2,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142453929","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

"Lives and times": The case for qualitative longitudinal research in anatomical sciences education. "生命与时代"：解剖科学教育中的定性纵向研究案例。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-10-02 DOI: 10.1002/ase.2514

Charlotte E Rees, Ella Ottrey

{"title":"\"Lives and times\": The case for qualitative longitudinal research in anatomical sciences education.","authors":"Charlotte E Rees, Ella Ottrey","doi":"10.1002/ase.2514","DOIUrl":"https://doi.org/10.1002/ase.2514","url":null,"abstract":"Qualitative longitudinal research (QLR) focuses on changes in perceptions, interpretations, or practices through time. Despite longstanding traditions in social science, QLR has only recently appeared in anatomical sciences education (ASE). While some existing methodology papers guide researchers, they take a narrow view of QLR and lack specificity for ASE. This discursive article aims to (1) describe what QLR is and its benefits, its philosophies, methodologies and methods, considerations, and quality indicators, and (2) critically discuss examples of QLR in ASE. Underpinned by relativist ontology and subjectivist epistemology, time can be understood as fluid/subjective or fixed/objective. QLR is a flexible, creative, and exploratory methodology, often associated with other methodologies. Sampling is typically purposive, with repeated and recursive data collection methods, and complex three-strand analyses (themes, cases, and time), enabling cross-sectional and longitudinal analyses. QLR involves ethical, relationship, analytical, dissemination, and funding considerations. Key quality indicators relate to qualitative research as well as temporal aspects. Most of the nine ASE papers reviewed explored changes in anatomy learners, but few labeled their methodology as QLR. Just under half described their sampling as purposive, most employed pre-planned and standardized repeated interviews, analyzed their data cross-sectionally, and utilized qualitative data analysis software. Most cited the confirmability and transferability of their studies, but few cited credibility and dependability elements. Study timeframes and tempos were generally clear, but details of longitudinal retention/attrition were often lacking, and longitudinal data analysis was not often conducted. We therefore provide recommendations for the conduct of QLR in ASE.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360810","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

Editorial Board and Table of Contents 编辑委员会和目录

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-30 DOI: 10.1002/ase.2508

引用次数: 0

Anatomical Sciences Education Vol. 17, Issue 7, 2024 Cover Image 解剖科学教育》第 17 卷第 7 期，2024 年封面图片

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-30 DOI: 10.1002/ase.2509

引用次数: 0

Efficacy of virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis 虚拟现实和增强现实在解剖学教育中的功效：系统回顾与荟萃分析。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-19 DOI: 10.1002/ase.2501

Sajjad Salimi, Zahra Asgari, Amirreza Mohammadnejad, Ashkan Teimazi, Mitra Bakhtiari

{"title":"Efficacy of virtual reality and augmented reality in anatomy education: A systematic review and meta-analysis","authors":"Sajjad Salimi, Zahra Asgari, Amirreza Mohammadnejad, Ashkan Teimazi, Mitra Bakhtiari","doi":"10.1002/ase.2501","DOIUrl":"10.1002/ase.2501","url":null,"abstract":"Anatomy is the cornerstone of medical education. Virtual reality (VR) and augmented reality (AR) technologies are becoming increasingly popular in the development of anatomy education. Various studies have evaluated VR and AR in anatomy education. This meta-analysis aims to evaluate the effectiveness of VR and AR in anatomical education. The protocol was registered in Prospero. Scopus, PubMed, Web of Science, and Cochrane Library databases were searched. From the 4487 articles gathered, 24 randomized controlled trials were finally selected according to inclusion criteria. According to the results of the meta-analysis, VR had a moderate and significant effect on the improvement of knowledge scores in comparison with other methods (standardized mean difference = 0.58; 95% CI = 0.22, 0.95; p < 0.01). Due to the high degree of heterogeneity (I\u0000 2 = 87.44%), subgroup analyses and meta-regression were performed on eight variables. In enhancing the “attitude,” VR was found to be more “useful” than other methods (p = 0.01); however, no significant difference was found for “enjoyable” and “easy to use” statements. Compared with other methods, the effect of AR on knowledge scores was non-significant (SMD = −0.02; 95% CI = −0.39, 0.34; p = 0.90); also, in subgroup analyses and meta-regression, the results were non-significant. The results indicate that, unlike AR, VR could be used as an effective tool for teaching anatomy in medical education. Given the observed heterogeneity across the included studies, further research is warranted to identify those variables that may impact the efficacy of VR and AR in anatomy education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1668-1685"},"PeriodicalIF":5.2,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142277487","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

The need to identify anatomy-related competencies in medical education 在医学教育中确定解剖学相关能力的必要性。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-18 DOI: 10.1002/ase.2515

Syarifah Aisyah Syed Abd Halim, Muhamad Saiful Bahri Yusoff, Mohamad Nurman Yaman, Nurhanis Syazni Roslan, Tg Fatimah Murniwati Tengku Muda, Ramiza Ramza Ramli, Fairrul Kadir, Siti Nurma Hanim Hadie

{"title":"The need to identify anatomy-related competencies in medical education","authors":"Syarifah Aisyah Syed Abd Halim, Muhamad Saiful Bahri Yusoff, Mohamad Nurman Yaman, Nurhanis Syazni Roslan, Tg Fatimah Murniwati Tengku Muda, Ramiza Ramza Ramli, Fairrul Kadir, Siti Nurma Hanim Hadie","doi":"10.1002/ase.2515","DOIUrl":"10.1002/ase.2515","url":null,"abstract":"A profound grasp of anatomy is indispensable for shaping competent and safe medical practitioners. This knowledge acquisition is pivotal in the early stages of medical education and remains crucial throughout clinical training. However, the evolving landscape of medical education has ushered in changes to the anatomy curriculum, marked by a reduction in contact hours and a streamlined content structure to accommodate novel subjects and teaching methodologies. This transformation has precipitated a quandary in defining the essential scope and depth of anatomical knowledge to be imparted. Traditionally, surgeons assumed the role of anatomy instructors until Flexner's recommendations catalyzed the integration of trained anatomists. Nevertheless, the varied backgrounds of anatomists and the heterogeneity in anatomy curricula across institutions have introduced potential disparities in the quality of graduates. Addressing these challenges mandates the identification of key anatomy competencies tailored for undergraduate medical students. The imperative lies in ensuring that these competencies span cognitive, psychomotor, and affective domains, offering not only comprehensiveness but also direct applicability to clinical practice. Hence, this viewpoint highlights the necessity of adopting a systematic approach that includes gathering input from various stakeholders in developing and implementing a universal anatomy core competency framework, ensuring graduates are equipped for the multifaceted demands of clinical practice. Overall, the manuscript provides a comprehensive overview of the challenges and opportunities in anatomy education, with a clear call to action for a transformative approach to meet the evolving needs of medical practice.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"1659-1667"},"PeriodicalIF":5.2,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142248327","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

An exploration of metacognitive practices in medical educators 探索医学教育工作者的元认知实践。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-16 DOI: 10.1002/ase.2503

Andrew S. Cale, Margaret A. McNulty

{"title":"An exploration of metacognitive practices in medical educators","authors":"Andrew S. Cale, Margaret A. McNulty","doi":"10.1002/ase.2503","DOIUrl":"10.1002/ase.2503","url":null,"abstract":"Metacognition is the ability to monitor and evaluate one's thoughts about learning and has been shown in some studies to improve the effectiveness of instructors. With dissection-based gross anatomy, instructors dynamically use their metacognition to monitor student learning and adapt their teaching at tableside. This study explored the metacognition of instructors as they taught in an anatomy course for allied health students. All instructors in a doctoral-level gross anatomy course at a single institution, including faculty, associate instructors (AIs), and teaching assistants (TAs), were invited to participate. At the start and end of the course, participating instructors completed pre- and post-questionnaires, which included the Teacher Metacognition Inventory (TMI), a 28-item survey that assesses metacognition as it relates to teaching. After labs, instructors completed reflective journals to provide deeper insight into their metacognition. Reflective journals were then thematically analyzed. Thirteen (52%) instructors participated in this study, including five faculty, three AI, and five TAs. Between the start and end of the course, total TMI score increased from 108.8 to 114.3 (p = 0.046). TAs exhibited the greatest change in total TMI score (Δmean = +11.4) followed by faculty (Δmean = +3.2) and AIs (Δmean = −0.7). Several themes were also identified. For example, TAs were more internally focused on content mastery, whereas faculty were externally focused on interpersonal factors (e.g., inclusive language). These insights into the metacognition of anatomy instructors, though limited in reliability and generalizability, may inform how to best support their professional development. Novices may benefit from content reviews, while experienced instructors may benefit from inclusivity or communications training.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1485-1494"},"PeriodicalIF":5.2,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142277486","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

Finding an ethical framework for public dissections: The consent–context duality 为公开解剖寻找伦理框架：同意与背景的二元性。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-03 DOI: 10.1002/ase.2516

David Gareth Jones

引用次数: 0

Contemporary ethical standards and the presence of exhibitors at anatomy conferences 当代道德标准和参展商出席解剖学会议。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-03 DOI: 10.1002/ase.2517

Jon Cornwall, Sabine Hildebrandt, Brendon Billings, Beverley Kramer

引用次数: 0