Anatomical Sciences Education最新文献_第6页

Comparing the outcomes of the technology-enhanced learning of sectional anatomy with and without preceding demonstrations: A study about the worked-example effect in anatomy education 有与无先行示范的断层解剖学技术强化学习效果比较：解剖学教学中实例效应的研究。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-05-25 DOI: 10.1002/ase.70267

Guilherme Reis Borges Coelho Fonseca, George Lim Tipoe, Fraide Augustin Ganotice Jr

{"title":"Comparing the outcomes of the technology-enhanced learning of sectional anatomy with and without preceding demonstrations: A study about the worked-example effect in anatomy education","authors":"Guilherme Reis Borges Coelho Fonseca, George Lim Tipoe, Fraide Augustin Ganotice Jr","doi":"10.1002/ase.70267","DOIUrl":"10.1002/ase.70267","url":null,"abstract":"The examination of anatomical cross-sections can facilitate the understanding of spatial and clinical anatomy. Visualization technologies, with dynamic and interactive displays, can be used to learn sectional anatomy in a mostly self-directed manner. Nevertheless, this study hypothesized that the technology-enhanced learning of sectional anatomy is improved when initiated with explicit anatomical demonstrations—worked examples, as defined in Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML). Two learning experiments were conducted with Year 1 (N = 110) and Year 2 (N = 59) undergraduate medical students who had to learn the sectional anatomy of the chest and abdomen, respectively. In both experiments, participants were first stratified according to gender and then randomly allocated into Groups A or B. Group A (control) used the website IMAIOS.com in a self-directed manner to learn sectional anatomy. Group B (worked example) watched a demonstration of the sectional anatomy to be learned before using the website. Both groups had 35 min to complete the activity. In both experiments, several measurements (knowledge, mental effort, instructional efficiency, and types of cognitive load) showed that learning was more effective and efficient in Group B than in Group A. No intergroup differences were found in student motivation or in perceptions of IMAIOS.com usability. As predicted in CLT and CTML, worked examples improved the technology-enhanced learning of sectional anatomy. While advanced students may benefit from more self-directed learning approaches, novice learners may require preceding demonstrations to guide their attention and help organize their thinking process.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1396-1414"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012862","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

Application of artificial intelligence-generated clinical cases in case-based learning of histology and embryology 人工智能生成的临床病例在基于病例的组织学和胚胎学学习中的应用。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-06-02 DOI: 10.1002/ase.70269

Shanshan Li, Xingdong Zhang, Weida Shen, Dayong Zhang

{"title":"Application of artificial intelligence-generated clinical cases in case-based learning of histology and embryology","authors":"Shanshan Li, Xingdong Zhang, Weida Shen, Dayong Zhang","doi":"10.1002/ase.70269","DOIUrl":"10.1002/ase.70269","url":null,"abstract":"To investigate the effectiveness of a case-based learning (CBL) approach in histology and embryology, integrating instructor-reviewed, AI-assisted clinical cases within a Structure–Function–Clinical (SFC) framework. Undergraduate students from Hangzhou City University's 2022 cohort (control, n = 150) and 2023 cohort (experimental, n = 147) participated. The experimental group engaged in an SFC-oriented CBL approach, utilizing instructor-reviewed, AI-generated clinical cases systematically integrated into the curriculum. The control group received conventional lecture-based instruction without case activities. Effectiveness was evaluated by comparing academic performance (formative assessments, midterms, finals, overall grades) and student satisfaction. The experimental group significantly outperformed the control group in formative assessments, midterms, and overall course grades. While total final exam scores showed no significant difference, the experimental group had a higher proportion of high-scoring students. Regarding satisfaction surveys, the experimental group reported significantly higher ratings in specific dimensions, including learning engagement, clinical relevance, SFC clarity, and perceived effectiveness (all q < 0.05), although overall satisfaction scores did not differ significantly after correction (q = 0.056). Notably, these improvements were achieved without increasing perceived cognitive load (q > 0.05). An SFC-oriented CBL approach, supported by instructor-reviewed, AI-assisted cases, effectively enhances students' ability to apply histological and embryological knowledge in clinical contexts without increasing cognitive load. This method successfully bridges foundational morphological knowledge with clinical practice, offering a practical, scalable model for integrating AI into basic medical education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1430-1437"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148147582","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

Initial word tests contribute to effective human anatomy education 最初的单词测试有助于有效的人体解剖学教育。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-06-15 DOI: 10.1002/ase.70281

Hiroshi Abe, Ryoji Suzuki, Akimitsu Ishizawa, Ming Zhou, Yoshinori Kanatsu, Hideo Akashi

{"title":"Initial word tests contribute to effective human anatomy education","authors":"Hiroshi Abe, Ryoji Suzuki, Akimitsu Ishizawa, Ming Zhou, Yoshinori Kanatsu, Hideo Akashi","doi":"10.1002/ase.70281","DOIUrl":"10.1002/ase.70281","url":null,"abstract":"Dissection-based education should be improved in response to persistent concerns regarding its quality and the impact on student performance. We hypothesized that a word test implemented during the initial stage of a dissection course would be an effective intervention for dissection-based education, especially for struggling students. From 2013 to 2017, 25 basic line drawings with English anatomical terms were distributed to 640 second-year medical students at Akita University, Japan, for dissection preparation. The word test was designed with anatomical terms and images and was conducted in the second week of dissections; it contained 10 line drawings and asked students to provide 30 English anatomical terms. The scores were returned immediately. Practical examinations were administered at mid-term and on the last day of the course. The word test scores were positively correlated and significantly predicted the practical examination scores. Friedman test rankings for students with low word test scores (< 60%) significantly improved through practical examinations. These positive effects may be attributable to several factors, including the design with anatomical terms and images, early implementation, providing students with appropriate information for dissection preparation, and immediate feedback on scores. The effects are discussed through the lens of adult learning theory. The word test could help learners understand how to study anatomy and motivate them for dissections, and help teachers support struggling students. The word test may be effective for anatomy education in the context of reduced curriculum hours.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1472-1490"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148256626","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

Students' perspectives on the use of social media in anatomy medical education: A survey study 学生对解剖学医学教育中使用社交媒体的看法：一项调查研究。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-06-02 DOI: 10.1002/ase.70284

Grace Powderly BS, Morgan Loy BS, Trevor Diepenbrock BS, Travis Hansen BS, Andrew Marble MS, Sara Funk DPT

{"title":"Students' perspectives on the use of social media in anatomy medical education: A survey study","authors":"Grace Powderly BS, Morgan Loy BS, Trevor Diepenbrock BS, Travis Hansen BS, Andrew Marble MS, Sara Funk DPT","doi":"10.1002/ase.70284","DOIUrl":"10.1002/ase.70284","url":null,"abstract":"Medical students are increasingly engaging with digital technologies for anatomy learning. However, investigations of students' perceptions of anatomy social media content are lacking. This study aims to explore medical students' perspectives of anatomy social media content and its self-reported value as a learning resource. A cross-sectional study was conducted to survey first-year medical students enrolled in Gross Anatomy. An online survey instrument was developed for this study and administered via Qualtrics. The 12-item survey collected information on demographics, general social media use, and perspectives on anatomy social media content. Of 171 students, 139 (81% response rate) completed the survey, and 124 (124/139, 89%) who actively used social media were included in subsequent analyses. Most participants spent at least 60 min per day on social media (66/124, 53%), with Instagram and TikTok being the most used platforms. These platforms were also identified as the primary sources of anatomy-related content (Instagram: 55/124, 44%; TikTok: 40/124, 32%). The majority (64/98, 65%) indicated they always or most of the time read or watch anatomy content on social media without further engagement (p < 0.001). Medical students engage with anatomy content on social media primarily through passive, incidental exposure rather than intentional learning strategies. Instagram and TikTok serve as the primary platforms for content exposure. While students reported interest in this content, these findings reflect subjective perceptions rather than objective learning outcomes. This exploratory study provides a foundation for future work evaluating the role of social media in anatomy medical education.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1523-1532"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545321/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148147589","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

Integration of the arts and biomedical engineering in innovative interdisciplinary anatomy education: The synthetic anatomy module 艺术与生物医学工程在创新性跨学科解剖学教育中的整合：综合解剖学模块。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-06-11 DOI: 10.1002/ase.70285

Mandeep Gill Sagoo, Pak Yin Lam, Leigh Wilson, Les Bicknell, Kawal Rhode, Siham Omar, Richard Wingate

{"title":"Integration of the arts and biomedical engineering in innovative interdisciplinary anatomy education: The synthetic anatomy module","authors":"Mandeep Gill Sagoo, Pak Yin Lam, Leigh Wilson, Les Bicknell, Kawal Rhode, Siham Omar, Richard Wingate","doi":"10.1002/ase.70285","DOIUrl":"10.1002/ase.70285","url":null,"abstract":"The intersection of science and art has historically fostered innovation, yet the integration of creative arts into anatomy education remains limited. The Synthetic Anatomy module was designed to bridge anatomy teaching with creative design for bioscience and biomedical engineering students. This study evaluates the module's educational impact and explores student perceptions of integrating artistic approaches into anatomy learning. Over 10 weeks, student groups conceptualize and 3D-print anatomical structures that transcend clinical and evolutionary norms. This is supplemented with workshops led by visiting artists and PhD biomedical engineering students. Each group presents an unmanned table display of models on a self-selected topic, including bionic arms, human wings, and hybrid human-avian hearts. Feedback was collected from 89 students and six tutors across three academic years (2018–2020), through focus groups and semi-structured interviews respectively. Qualitative responses were analyzed using inductive thematic analysis. The analysis revealed three key themes: creative exploration, experiential learning, and interdisciplinary collaboration. Students valued the freedom in exploring imaginative anatomical designs beyond textbook conventions. The unmanned displays encouraged inventive presentation methods using motion, sound, and touch. The module's wider impact was illustrated by a 2017 biomedical engineering student who further developed prosthetic chest-wall design for cancer patients, later published in Frontiers of Surgery and featured on BBC Click. The module has supported student-led design concepts that extend anatomy learning into creative and translational contexts. Ongoing improvements are being made through student feedback and pedagogical reflection, alongside efforts to measure long-term educational impact.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1533-1545"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545328/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148222246","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

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

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 DOI: 10.1002/ase.70355

引用次数: 0

Metaverse-based virtual reality and spatial learning in cervicofacial anatomy: A curriculum-embedded comparative study in undergraduate medical students 基于虚拟现实的颈面部解剖学空间学习：基于课程的医科本科生比较研究。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-07-06 DOI: 10.1002/ase.70277

Taku Ito, Hidekazu Kawasaki, Ayame Yamazaki, Yoshimaru Mizoguchi, Kumiko Yamaguchi, Eiji Kaneko, Takeshi Tsutsumi

{"title":"Metaverse-based virtual reality and spatial learning in cervicofacial anatomy: A curriculum-embedded comparative study in undergraduate medical students","authors":"Taku Ito, Hidekazu Kawasaki, Ayame Yamazaki, Yoshimaru Mizoguchi, Kumiko Yamaguchi, Eiji Kaneko, Takeshi Tsutsumi","doi":"10.1002/ase.70277","DOIUrl":"10.1002/ase.70277","url":null,"abstract":"To compare a metaverse-based interactive virtual reality (VR) session with a conventional 2D online lecture for learning cervicofacial anatomy. Single-center, curriculum-embedded, nonrandomized comparative study. Fourth-year students attended a Zoom lecture (Conventional, n = 73); sixth-year students completed an interactive VR session using Meta Quest 2 on the Spatial platform (VR, n = 40), delivered in small groups. Immediately after teaching, students completed a 12-item test (9 spatial-relational, 3 factual/topographic). Group differences were analyzed with Welch's t-tests. VR students scored higher overall than Conventional students (66.0% ± 18.3% vs. 43.6% ± 18.0%; mean difference 22.4 percentage points, 95% CI 15.3–29.6; p < 0.0001), driven by spatial items (68.6% ± 20.1% vs. 40.6% ± 18.9%; difference 28.0, 95% CI 20.3–35.7; p < 0.0001). Factual/topographic scores were similar (58.3% ± 25.9% vs. 52.5% ± 30.4%; difference 6.9, 95% CI −3.4 to 17.2; p = 0.19). Optional free-text comments suggested high engagement and perceived spatial benefits; barriers included headset ergonomics and occasional motion sickness. Metaverse-based interactive VR was associated with substantially better spatial learning than a conventional online lecture, with comparable factual recall. Given the nonrandomized design and small-group VR delivery, future studies should use size-matched randomized designs with baseline testing and richer qualitative methods to isolate immersion effects and evaluate generalizability to other anatomical regions.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1452-1459"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545329/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148395347","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

Anatomy education experiences of physical education professionals in a wellness-centered era: Evidence from South Korea 以健康为中心时代体育专业人员的解剖教育经验：来自韩国的证据。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-06-02 DOI: 10.1002/ase.70283

Kyu-Lim Lee PhD, Jun-Young Sung PhD, Hee-Jin Kim DDS, PhD

{"title":"Anatomy education experiences of physical education professionals in a wellness-centered era: Evidence from South Korea","authors":"Kyu-Lim Lee PhD, Jun-Young Sung PhD, Hee-Jin Kim DDS, PhD","doi":"10.1002/ase.70283","DOIUrl":"10.1002/ase.70283","url":null,"abstract":"Understanding human anatomy is crucial for professionals working in physical education–related fields. However, anatomy education in South Korean universities is often perceived as insufficiently aligned with professional demands. This study aims to document current experiences and perceptions of anatomy education among individuals engaged in physical education and identify areas where educational provision may not fully align with professional needs. A cross-sectional online survey was conducted among 730 individuals involved in physical education–related fields in South Korea. Participants reported demographic characteristics, anatomy education experiences, and perceptions regarding the sufficiency and relevance of anatomical knowledge. Group differences were examined using one-way analysis of variance (ANOVA). Participants rated their overall anatomy knowledge at a mean score of 3.40 out of 5, with significant variation across professional orientations (p < 0.001). While 48.1% of respondents identified cadaver-based training as the most effective educational method, such training was largely absent from university curricula and mainly accessed through private programs. Costs and satisfaction levels differed significantly, with external programs often perceived as higher in quality despite greater financial burden. These findings provide a national snapshot of perceived experiences and expectations regarding anatomy education among individuals in physical education–related fields in South Korea. The results highlight persistent discrepancies between university-based anatomy education and professional requirements, particularly regarding practical and cadaver-based learning opportunities. Although this study does not directly evaluate university curricula, the documented perception patterns may inform efforts to better align anatomy education with practical demands of non-medical professional training.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1512-1522"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545330/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148147611","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

Introducing virtual microscopy at the University of Ghana during the COVID-19 pandemic—Identifying and overcoming obstacles in a low-resource learning environment 在2019冠状病毒病大流行期间在加纳大学引入虚拟显微镜——在资源匮乏的学习环境中识别和克服障碍。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-06-08 DOI: 10.1002/ase.70276

Nii Koney-Kwaku Koney, Smart Nana Omenako, David Nana Adjei, Benjamin Arko-Boham, Michael Hortsch

{"title":"Introducing virtual microscopy at the University of Ghana during the COVID-19 pandemic—Identifying and overcoming obstacles in a low-resource learning environment","authors":"Nii Koney-Kwaku Koney, Smart Nana Omenako, David Nana Adjei, Benjamin Arko-Boham, Michael Hortsch","doi":"10.1002/ase.70276","DOIUrl":"10.1002/ase.70276","url":null,"abstract":"The introduction of new educational technologies into resource-challenged learning environments is often hindered by several factors, with the lack of infrastructure and computer hardware being only one critical aspect. The COVID-19 pandemic required a sudden switch to online learning and accelerated the implementation of e-learning approaches worldwide. This study follows the adoption of virtual microscopy (VM) during the COVID-19 pandemic by medical and dental students at the University of Ghana (UG) for the learning of histology and the changes that were the result of this transformation. Students' awareness and the use of VM resources for their histology education increased significantly over the time of the pandemic. Students who were actively using VM reported a lack of internet access and insufficient promotion by histology teachers as major obstacles for their use of this educational technology. Although they attributed many advantages to VM as a histology learning tool, more than 90% of UG students advocated for the combined use of traditional and virtual microscopy during histology laboratory sessions. Students who did not use VM mostly blamed a lack of hardware devices, internet access, and technical knowledge for not making use of VM. In summary, although medical and dental students voiced strong support for the implementation of this e-learning technology, a combination of factors including infrastructural limitations and a reluctance by teaching and administration staff might hinder the implementation of VM in a resource-challenged learning environment like at the UG.\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture>\u0000 </div>\u0000 </figure>\u0000 ","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1438-1451"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545326/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148203396","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

Ceremonial removal of body donor remains along with commemoration of body donors at Wayamba University of Sri Lanka according to Buddhist rituals: A reverential tribute 根据佛教仪式，在斯里兰卡的Wayamba大学，遗体遗体的移走仪式以及对遗体捐赠者的纪念：一种虔诚的敬意。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-09-04 Epub Date: 2026-05-14 DOI: 10.1002/ase.70265

K. M. Chandimal, W. I. S. M. Ihalage, K. M. W. W. Priyadarshani, E. A. S. T. Edirisinghe, S. D. Weerasooriya, P. G. C. S. Bowatte, P. H. Dissanayake, S. G. Yasawardene

{"title":"Ceremonial removal of body donor remains along with commemoration of body donors at Wayamba University of Sri Lanka according to Buddhist rituals: A reverential tribute","authors":"K. M. Chandimal, W. I. S. M. Ihalage, K. M. W. W. Priyadarshani, E. A. S. T. Edirisinghe, S. D. Weerasooriya, P. G. C. S. Bowatte, P. H. Dissanayake, S. G. Yasawardene","doi":"10.1002/ase.70265","DOIUrl":"10.1002/ase.70265","url":null,"abstract":"Dissection enables medical students to develop skills in locating and identifying anatomical structures, recognizing their variations, and understanding clinical relevance. In Sri Lanka, bodies are obtained through voluntary body donation, where individuals consent to the use of their bodies for education and research after death. While body donation aligns with Buddhist teachings on accruing merit, limited literature exists on commemorative practices that highlight its spiritual significance. Enhancing public awareness of these traditions may encourage greater participation in body donation within Buddhist communities. This article describes the commemorative ceremony conducted by the Department of Anatomy, Faculty of Medicine, Wayamba University of Sri Lanka, a newly established medical faculty. The event involved Buddhist monks, staff, students, and donor families. Rituals included a dharma sermon, alms offerings to monks, and the transference of merit to donors. Donor bodies were placed in coffins and buried following the ceremony. The ceremony provided a formal opportunity for students and staff to acknowledge the invaluable contribution of donors, reinforced cultural traditions of gratitude, and symbolized the institution's ethical commitment to honoring donors. Outcomes included fostering a culture of respect in anatomy education, strengthening professional values among students, and enhancing public understanding of body donation. Sharing these experiences contributes to broader discussions on integrating cultural and ethical practices into medical education. Future studies exploring the perspectives of students, staff, and donor families could further illuminate the educational and societal impact of such commemorations.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1546-1555"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147924996","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