Anatomical Sciences Education最新文献

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Exploring perceptions of alternative assessment and grading in graduate anatomy education 探讨对研究生解剖教育中另类评估与评分的看法。
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-31 DOI: 10.1002/ase.2550
Emily L. Dietrich, Sean C. McWatt
{"title":"Exploring perceptions of alternative assessment and grading in graduate anatomy education","authors":"Emily L. Dietrich,&nbsp;Sean C. McWatt","doi":"10.1002/ase.2550","DOIUrl":"10.1002/ase.2550","url":null,"abstract":"<p>Alternative assessment approaches, such as pass/fail and feedback-based designs, aim to reduce academic stress and foster deeper learning. Few studies have examined feedback-based evaluation in formative settings in medical education, but none among graduate anatomy students. This exploratory study investigated the impact of feedback-based versus quiz-based assessments on graduate students' academic stress, motivation, and perceived learning quality in an anatomy course. Nine students were interviewed to discern perceptions of the impact of the different assessment types. Four instructors were interviewed to establish the philosophies behind their chosen assessment style, and their responses were compared to the perceptions of their students. Inductive thematic analyses of student interviews yielded multiple themes regarding considerations for the influence of assessment on academic-related anxiety and motivation: (1) communicating clear goals and expectations, (2) instructor approachability and individualized assessment, and (3) alignment between perceived effort and outcomes. Faculty interviewees demonstrated intentions to (1) promote non-technical skills, (2) provide authentic experiences, and (3) emphasize individualized assessment. However, there was some misalignment between instructors' goals and students' experiences, exacerbating students' stress and reducing their motivation. Feedback-based assessments were preferred for their perceived individualized nature and facilitation of deeper learning. Findings indicated that implementing feedback-based approaches, while ensuring constructive alignment, could reduce stress for graduate anatomy students. Furthermore, clear communication and instructor approachability can cultivate stronger teaching presence, which may enhance motivation, engagement, and the quality of learning outcomes. Implementing formative feedback-based assessments may, therefore, be an effective strategy to reduce stress and improve learning experiences for graduate-level anatomy students.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 2","pages":"172-191"},"PeriodicalIF":5.2,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142908814","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
Beyond the blade: Unveiling the nexus of spirituality and human dissection among medical and allied health students in Nigeria 刀片之外:揭示尼日利亚医学和相关健康学生的灵性和人体解剖关系。
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-27 DOI: 10.1002/ase.2547
Izuchukwu Azuka Okafor, Jude Amechi Nnaka, Muritala Odidi Suleiman, Boma Uriah Erekosima, Smart Ikechukwu Mbagwu, Kingsley Chinemerem Ibeabuchi, Ojo Stephen Gbadegesin, Godwin Chinedu Uzomba, Aliyu Isah Aliyu
{"title":"Beyond the blade: Unveiling the nexus of spirituality and human dissection among medical and allied health students in Nigeria","authors":"Izuchukwu Azuka Okafor,&nbsp;Jude Amechi Nnaka,&nbsp;Muritala Odidi Suleiman,&nbsp;Boma Uriah Erekosima,&nbsp;Smart Ikechukwu Mbagwu,&nbsp;Kingsley Chinemerem Ibeabuchi,&nbsp;Ojo Stephen Gbadegesin,&nbsp;Godwin Chinedu Uzomba,&nbsp;Aliyu Isah Aliyu","doi":"10.1002/ase.2547","DOIUrl":"10.1002/ase.2547","url":null,"abstract":"<p>This study investigated how human dissection affects students' spiritual beliefs, and how their existing spiritual beliefs influence their perceptions of human dissection. This cross-sectional study assessed 760 medical students with human dissection experience using an online questionnaire developed from interviews and the Spirituality Orientation Inventory, including questions on dissection experience, spirituality, spiritual perceptions about dissection, and the impact of dissection on spirituality. Descriptive analysis and Chi-squared tests were used to determine proportions and relationships between variables, with statistical significance at <i>p</i> &lt; 0.05. Most students believe in an afterlife (75.1%), the concept of the soul (92.5%), and the human body as a vessel for the soul (91.3%). About half disagree that human dissection is disrespectful, and faith influences life choices for the majority (95.2%). Human dissection experience lowered students' belief in spirits' interaction with the physical world by 5%, increased their respect for the body (76.2%), and increased their self-reflection on mortality (84.4%). Despite the lack of profound mystical experiences (82.5%) resulting from the students' dissection experience, there were significant gender differences in the few reported experiences (<i>p</i> = 0.008). Also, there was a significant increase in students' belief in the human spirit following human dissection (<i>p</i> = 0.019). Dissection experience prompts students to reconsider their beliefs and their views of the human body. Despite retaining beliefs in the afterlife and the soul, students' belief in spirits' interaction with the physical world decreases marginally post-dissection. This study also shows that human dissection is not associated with mystical experiences.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 2","pages":"149-159"},"PeriodicalIF":5.2,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142890615","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
Anatomical Sciences Education Vol. 18, Issue 1, 2025 Cover Image 解剖科学教育卷18,第1期,2025年封面图像
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-25 DOI: 10.1002/ase.2542
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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 : 2024-12-25 DOI: 10.1002/ase.2437
{"title":"Editorial Board and Table of Contents","authors":"","doi":"10.1002/ase.2437","DOIUrl":"https://doi.org/10.1002/ase.2437","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 1","pages":"1-4"},"PeriodicalIF":5.2,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2437","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119004","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
Human body donation programs best practices and recommended standards: A task force report from the American Association for Anatomy 人体捐赠计划的最佳实践和推荐标准:美国解剖学协会特别工作组报告。
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-18 DOI: 10.1002/ase.2520
Joy Y. Balta, Thomas H. Champney, Christopher Ferrigno, Laura E. Johnson, Callum F. Ross, Brandi Schmitt, Heather F. Smith
{"title":"Human body donation programs best practices and recommended standards: A task force report from the American Association for Anatomy","authors":"Joy Y. Balta,&nbsp;Thomas H. Champney,&nbsp;Christopher Ferrigno,&nbsp;Laura E. Johnson,&nbsp;Callum F. Ross,&nbsp;Brandi Schmitt,&nbsp;Heather F. Smith","doi":"10.1002/ase.2520","DOIUrl":"10.1002/ase.2520","url":null,"abstract":"<p>The American Association for Anatomy recently charged a task force with updating and expanding upon best practices and recommendations for human body donation programs. The task force comprised American Association for Anatomy members with specific and detailed knowledge about the legal, ethical, and procedural operations of body donation programs in the United States. The task force developed both foundational and aspirational recommendations. These recommendations emphasize the importance of prioritizing the ethical treatment of all body donors across all education and research sectors. Programs must adhere to several principles to operate an ethical body donation program, the foundation of which is informed consent. The policies and procedures of donation programs must clearly and transparently describe their core operational practices including outreach, registration, custody tracking, use, disposition, and memorialization. Such programs should be governed by a diverse oversight committee whose members are not directly responsible for the program's daily operations. These standards require that all body donation programs follow all national, state, and local laws in the program's jurisdiction. The following recommendations for body donation programs were approved by the Board of Directors of the American Association for Anatomy in 2024 and were conceived as a living document intended to be periodically modified and updated as the ethos and legislation of body donations evolve. Given the importance of these recommendations, translations of this document into Chinese and Spanish are available as supplementary materials S2 and S3.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 1","pages":"8-26"},"PeriodicalIF":5.2,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142845557","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
The road to best practices in body donation 通往遗体捐献最佳实践之路。
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-18 DOI: 10.1002/ase.2539
Joy Y. Balta, Thomas H. Champney, Christopher Ferrigno, Laura E. Johnson, Callum F. Ross, Brandi Schmitt, Heather F. Smith
{"title":"The road to best practices in body donation","authors":"Joy Y. Balta,&nbsp;Thomas H. Champney,&nbsp;Christopher Ferrigno,&nbsp;Laura E. Johnson,&nbsp;Callum F. Ross,&nbsp;Brandi Schmitt,&nbsp;Heather F. Smith","doi":"10.1002/ase.2539","DOIUrl":"10.1002/ase.2539","url":null,"abstract":"&lt;p&gt;The American Association for Anatomy convened a task force to create a best practices and recommendations document for human body donation, addressing a critical need for standardized guidelines in this area. The task force included members with specialized expertise in procedural and ethical aspects of body donation programs. Their aim was to ensure that the process of body donation adheres to the highest ethical standards, protecting both the dignity of donors and the integrity of the programs that receive them. This document represents the first comprehensive guide to ethical best practices in working with body donors, offering clear and actionable recommendations for professionals in the field. In this viewpoint article, JYB, Chair of the Human Body Donation Committee, provides a summary of how these guidelines were developed, covering the various procedural and ethical considerations. The Q&amp;A format of the article further explains the document's key areas and its impact on future practices.&lt;/p&gt;&lt;p&gt;The American Association for Anatomy was lacking a comprehensive document with best practice recommendations. The organization had a list of resources and a few policies—but no detailed guidelines. This may be the first of its kind—a comprehensive document that aligns best practices and recommendations for body donation.&lt;/p&gt;&lt;p&gt;The Human Body Donation Committee (HBDC) thought it would be helpful to create this because, in the United States, there's not much oversight—legal, federal, or state—in most places. It is really up to the body donation programs to do what they think is best for the donors. As anatomists and body donation program professionals, we have a responsibility to ensure we are promoting best practices and ethical ways of working with donors. Donors trust us with their bodies and expect us to act in their best interest after they pass.&lt;/p&gt;&lt;p&gt;The process to generate the best practice document took many years and was quite complicated. Initially, the American Association for Anatomy created a task force to respond to legislative bills and media requests. As the task force discovered a big gap between what guidelines were available versus what was needed, the task force advocated for many years to establish a committee. Once approved, one of our jobs was to create these best practices.&lt;/p&gt;&lt;p&gt;We spent a lot of time discussing and developing definitions and terms, which was challenging but necessary to ensure understanding and consistency. We then created a table of contents, which was first presented to the AAA Board, and then to the membership at the 2023 anatomy meeting, during which we requested and gathered feedback on what the AAA membership wanted to see included in the document.&lt;/p&gt;&lt;p&gt;Different teams of HBDC members drafted sections, shared among the whole committee and we held meetings to discuss. Once we had a comprehensive draft, we sent it to the Board for feedback, made changes based on their input, and then opened it fo","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 1","pages":"5-7"},"PeriodicalIF":5.2,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142845558","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
Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety 在解剖室与遗体捐献者的最初接触中支持少数民族文化:一项探索帕西菲卡医学院学生在文化和文化安全方面观点的试点研究。
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-11 DOI: 10.1002/ase.2541
Jacob Madgwick, Lynley Anderson, Jon Cornwall
{"title":"Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety","authors":"Jacob Madgwick,&nbsp;Lynley Anderson,&nbsp;Jon Cornwall","doi":"10.1002/ase.2541","DOIUrl":"10.1002/ase.2541","url":null,"abstract":"<p>The first experience of medical students in the dissecting room (DR) is a challenging event. Few data exist around whether or how culturally appropriate support is required in the DR for students from ethnic minorities. This pilot study explored Pasifika (peoples with heritage from the Pacific Islands) students' first experience of the DR and exposure to body donors to explore cultural perspectives around this event. Participants were second year Pasifika medical students with no prior engagement with body donors. Following a first exposure to body donors, semi-structured face-to-face interviews were conducted. Questioning explored how Pasifika students experienced initial DR engagement in regard to Pasifika culture and cultural safety. Interviews were recorded, transcribed, and analyzed thematically. Eight Pasifika students were interviewed (ages 18–32 years, mean 21.3 years, five females); mean interview duration 24.5 min. Four themes were identified: cultural observations, student behaviors, cultural safety, and cultural comfort. Dominant messages included the cultural challenges presented by this event, conformity of cultural behavior, identification of cultural safety being appropriate, and illumination of potential cultural support strategies. Current mechanisms supporting cultural safety were identified as adequate, which juxtaposed against behavior where students could not act in a culturally authentic manner. Suggestions were made around improving cultural comfort, such as the presence of elders or Christian-focused elements such as prayer. Enhanced cultural support could increase cultural comfort for the initial DR and body donor experience of Pasifika students, which may facilitate increased cultural knowledge and promote cultural diversity within the medical student cohort.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 2","pages":"160-171"},"PeriodicalIF":5.2,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142805548","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
From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy 从解剖学到外科:虚拟模拟辅助传统方法在根尖切除术临床前培训中的有效性。
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-09 DOI: 10.1002/ase.2538
Liu Liu, Yue Chen, Yubin Cao, Lei Yang, Yiyan Yang, Yantong Li, Dingming Huang, Ling Ye, Qinghua Zheng
{"title":"From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy","authors":"Liu Liu,&nbsp;Yue Chen,&nbsp;Yubin Cao,&nbsp;Lei Yang,&nbsp;Yiyan Yang,&nbsp;Yantong Li,&nbsp;Dingming Huang,&nbsp;Ling Ye,&nbsp;Qinghua Zheng","doi":"10.1002/ase.2538","DOIUrl":"10.1002/ase.2538","url":null,"abstract":"<p>Anatomy forms the foundation for the training and execution of routine surgical procedures. However, a gap persists in effectively bridging anatomical knowledge with the confident performance of procedures. Virtual simulation (VS) techniques, based on experiential and situated learning theory, hold promise in addressing this challenge. Apicoectomy, a procedure involving root apex resection to preserve a tooth, requires a blend of regional and dental anatomy knowledge, making it an ideal model for assessing the effectiveness of VS. This prospective cohort study evaluated primarily the enhancement of incorporating VS training in the preclinical skill training of apicoectomy for undergraduate dental students, compared to relying solely on traditional methods. VS training includes the simulated dissection process, patient examination, and apicoectomy based on graphically synthesized virtual models. Secondly, the study investigated the influence of exposure to VS training on students' confidence and satisfaction. The training was divided into three progressive levels aligned with students' cognitive processes, employing Miller's competence learning framework. Participants were categorized into the control group (CG) (<i>n</i> = 214) and VS training group (VSTG) (<i>n</i> = 220) based on their classes. The results demonstrated that VSTG showed significantly greater training enhancement (VSTG: 7.14 ± 1.74; CG: 6.57 ± 2.02, <i>p</i> = 0.002) and higher confidence levels (VSTG: 2.94 ± 0.13; CG: 2.69 ± 0.13, <i>p</i> &lt; 0.001), along with greater satisfaction with the training compared to the CG (VSTG: 3.70 ± 0.18; CG: 3.20 ± 0.17, <i>p</i> &lt; 0.001). In conclusion, VS proves to be a valuable adjunct for enhancing procedural skill training in surgical procedures.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 1","pages":"97-116"},"PeriodicalIF":5.2,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142794063","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
Naked eye three-dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study 裸眼三维教学辅助系统在本科医学影像教学中的应用初探。
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-08 DOI: 10.1002/ase.2540
Li-Na Ma, Rui Peng, Jing-Ji Xu, Qing-Ling Yang, A-Ceng Li, Ye Han, Lei Yuan, Fan Shen, Dan-Qing Yin, Min-Wen Zheng, Ya-Yu Huang, Jing Ren
{"title":"Naked eye three-dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study","authors":"Li-Na Ma,&nbsp;Rui Peng,&nbsp;Jing-Ji Xu,&nbsp;Qing-Ling Yang,&nbsp;A-Ceng Li,&nbsp;Ye Han,&nbsp;Lei Yuan,&nbsp;Fan Shen,&nbsp;Dan-Qing Yin,&nbsp;Min-Wen Zheng,&nbsp;Ya-Yu Huang,&nbsp;Jing Ren","doi":"10.1002/ase.2540","DOIUrl":"10.1002/ase.2540","url":null,"abstract":"<p>The traditional approach of using PowerPoint (PPT) presentations in medical imaging theory classes hinders the spatial thinking ability of most students. Consequently, the learning outcomes are often unsatisfactory. This article proposes a naked eye three-dimensional (3D) medical imaging teaching assistant app based on augmented reality (AR) technology to enhance learning interest, teaching interaction, and effectiveness. The control group consisted of 50 undergraduate students from the 2018 clinical medicine major who receive traditional teaching, while the experimental group includes 52 undergraduate students from the 2019 cohort who utilize an AR-based naked eye 3D teaching assistant app in addition to traditional teaching methods. Based on Bloom's cognitive learning taxonomy (<i>Remember, Understand, Apply, Analyze, Evaluate, and Create</i>), corresponding teaching curricula and assessment methods were designed in order to achieve more in-depth learning of the curriculum. The evaluation of the teaching effectiveness between the two groups relied on exam scores and student satisfaction questionnaires, with statistical analyses conducted using <i>t</i>-test and Mann–Whitney <i>U</i>-test in SPSS. The experimental group and control group showed statistically significant differences in the theoretical examination scores (62.06 ± 3.06 vs. 59.82 ± 3.38), practical testing scores (22.90 ± 2.35 vs. 21.06 ± 2.65), and total scores (84.96 ± 4.58 vs. 80.88 ± 6.01). Likert scores showed the experimental group scored significantly higher in enjoyment, satisfaction, participation, efficiency, and understanding. They also reported high convenience scores for the app and desired continued use. The naked eye 3D teaching assistant system is an innovative and effective teaching model for undergraduate medical imaging education, enhancing student interest, student interaction, and teaching effectiveness and promising future applications.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 2","pages":"139-148"},"PeriodicalIF":5.2,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142794064","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
Anatomical Sciences Education Vol. 17, Issue 9, 2024 Cover Image 解剖科学教育卷17,第9期,2024年封面图像
IF 5.2 2区 教育学
Anatomical Sciences Education Pub Date : 2024-12-02 DOI: 10.1002/ase.2513
{"title":"Anatomical Sciences Education Vol. 17, Issue 9, 2024 Cover Image","authors":"","doi":"10.1002/ase.2513","DOIUrl":"https://doi.org/10.1002/ase.2513","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 9","pages":"C1"},"PeriodicalIF":5.2,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142764062","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
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