Anatomical Sciences Education最新文献_第6页

Medical students' initial experiences of the dissection room and interaction with body donors: A qualitative study of professional identity formation, educational benefits, and the experience of Pasifika students. 医科学生在解剖室的初步体验以及与遗体捐献者的互动：关于专业身份形成、教育益处和太平洋岛国学生经历的定性研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-09-02 DOI: 10.1002/ase.2504

Jacob Madgwick, Lynley Anderson, Jon Cornwall

{"title":"Medical students' initial experiences of the dissection room and interaction with body donors: A qualitative study of professional identity formation, educational benefits, and the experience of Pasifika students.","authors":"Jacob Madgwick, Lynley Anderson, Jon Cornwall","doi":"10.1002/ase.2504","DOIUrl":"https://doi.org/10.1002/ase.2504","url":null,"abstract":"The first experience of medical students in the dissecting room (DR) likely influences professional identity formation (PIF). Sparse data exist exploring how exposure to the DR and body donors without undertaking dissection influences PIF, or how culture may influence this experience. This qualitative study explored students' first, non-dissection DR experience to determine how this contributes to PIF, including the impact of culture through a Pasifika-student lens. It also explored student perspectives on what learning opportunities are unique to this experience. Medical students with no prior DR experience were recruited and then interviewed after initial engagement with the DR and body donors. Questions included participant experiences, cultural perspectives, and how the DR differed from other teaching experiences. Interviews were recorded, transcribed, and analyzed thematically. Twenty students were interviewed (mean age 22 years, 12 females; 8 Pasifika) resulting in 520 min of audio recording (mean 26 min). Four primary themes were identified: professional identity formation, educational elements, death and spirituality, and cultural perspectives. Three subthemes including student experiences, behaviors, and environment were developed within each theme. Findings indicate development of PIF likely occurs from a single engagement with body donors without undertaking dissection, including recognition of professional role. Culture can play an important role for students, with several Pasifika students viewing the DR as a \"cultural purgatory\". Unique learning experiences are identified, such as cultural awareness around behaviors with the dead. The experience is an educational \"threshold concept\" where students likely undergo substantial developments in PIF, and educational initiatives to support students are outlined.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142118484","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 6, 2024 Cover Image 解剖科学教育》第 17 卷第 6 期，2024 年封面图片

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-29 DOI: 10.1002/ase.2507

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 : 2024-08-29 DOI: 10.1002/ase.2506

引用次数: 0

Journal recommended guidelines for survey-based research 期刊推荐的调查研究指南。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-26 DOI: 10.1002/ase.2499

Adam B. Wilson, Boon Huat Bay, Jessica N. Byram, Melissa A. Carroll, Gabrielle M. Finn, Niels Hammer, Sabine Hildebrandt, Claudia Krebs, Jonathan J. Wisco, Jason M. Organ

引用次数: 0

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-26 DOI: 10.1002/ase.2500

Adam B. Wilson, Boon Huat Bay, Jessica N. Byram, Melissa A. Carroll, Gabrielle M. Finn, Niels Hammer, Sabine Hildebrandt, Claudia Krebs, Jonathan J. Wisco, Jason M. Organ

引用次数: 0

Does dissection influence weight bias among doctor of physical therapy students? 解剖是否会影响物理治疗博士学生的体重偏差？

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-22 DOI: 10.1002/ase.2497

Krista Rompolski, Michael A. Pascoe

{"title":"Does dissection influence weight bias among doctor of physical therapy students?","authors":"Krista Rompolski, Michael A. Pascoe","doi":"10.1002/ase.2497","DOIUrl":"10.1002/ase.2497","url":null,"abstract":"Anatomy with human dissection may help to develop respect for the human body and professionalism; however, dissection may worsen students' attitudes about body weight and adiposity. The purpose of this study was to measure weight bias among Doctor of Physical Therapy (DPT) students enrolled in gross anatomy and determine if, and how the experience of dissection impacts weight bias. Ninety-seven DPT students (70 University of Colorado [CU], 27 Moravian University [MU]) were invited to complete a survey during the first and final weeks of their anatomy course. The survey included demographic items, two measures of weight bias—the Modified Weight Bias Internalized Scale (M-WBIS) and the Attitudes Towards Obese Persons (ATOP) Scale—and open-ended questions for the students who participated in dissection (CU students) that explored attitudes about body weight and adiposity. At baseline, there were no significant differences (p > 0.202) in ATOP, M-WBIS, or BMI between the two universities. The mean scores on both the ATOP and M-WBIS indicated a moderate degree of both internalized and externalized weight bias. There were no significant changes in ATOP (p = 0.566) or M-WBIS scores (p = 0.428). BMI had a low correlation with initial M-WBIS scores (⍴ = 0.294, p = 0.038) and a high correlation with change scores in CU students (⍴ = 0.530, p = 0.011). Future studies should utilize the same measures of weight bias in other healthcare trainees to facilitate comparison and incorporate larger populations of DPT students.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1473-1484"},"PeriodicalIF":5.2,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142015692","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

ChatGPT versus a customized AI chatbot (Anatbuddy) for anatomy education: A comparative pilot study 用于解剖学教育的 ChatGPT 与定制的人工智能聊天机器人（Anatbuddy）：对比试验研究

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-21 DOI: 10.1002/ase.2502

Gautham Arun, Vivek Perumal, Francis Paul John Bato Urias, Yan En Ler, Bryan Wen Tao Tan, Ranganath Vallabhajosyula, Emmanuel Tan, Olivia Ng, Kian Bee Ng, Sreenivasulu Reddy Mogali

{"title":"ChatGPT versus a customized AI chatbot (Anatbuddy) for anatomy education: A comparative pilot study","authors":"Gautham Arun, Vivek Perumal, Francis Paul John Bato Urias, Yan En Ler, Bryan Wen Tao Tan, Ranganath Vallabhajosyula, Emmanuel Tan, Olivia Ng, Kian Bee Ng, Sreenivasulu Reddy Mogali","doi":"10.1002/ase.2502","DOIUrl":"10.1002/ase.2502","url":null,"abstract":"Large Language Models (LLMs) have the potential to improve education by personalizing learning. However, ChatGPT-generated content has been criticized for sometimes producing false, biased, and/or hallucinatory information. To evaluate AI's ability to return clear and accurate anatomy information, this study generated a custom interactive and intelligent chatbot (Anatbuddy) through an Open AI Application Programming Interface (API) that enables seamless AI-driven interactions within a secured cloud infrastructure. Anatbuddy was programmed through a Retrieval Augmented Generation (RAG) method to provide context-aware responses to user queries based on a predetermined knowledge base. To compare their outputs, various queries (i.e., prompts) on thoracic anatomy (n = 18) were fed into Anatbuddy and ChatGPT 3.5. A panel comprising three experienced anatomists evaluated both tools' responses for factual accuracy, relevance, completeness, coherence, and fluency on a 5-point Likert scale. These ratings were reviewed by a third party blinded to the study, who revised and finalized scores as needed. Anatbuddy's factual accuracy (mean ± SD = 4.78/5.00 ± 0.43; median = 5.00) was rated significantly higher (U = 84, p = 0.01) than ChatGPT's accuracy (4.11 ± 0.83; median = 4.00). No statistically significant differences were detected between the chatbots for the other variables. Given ChatGPT's current content knowledge limitations, we strongly recommend the anatomy profession develop a custom AI chatbot for anatomy education utilizing a carefully curated knowledge base to ensure accuracy. Further research is needed to determine students' acceptance of custom chatbots for anatomy education and their influence on learning experiences and outcomes.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1396-1405"},"PeriodicalIF":5.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142015690","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

Creating new embryological models for teaching cardiac development in embryology 为胚胎学中的心脏发育教学创建新的胚胎学模型。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-21 DOI: 10.1002/ase.2505

Geoffery D. Fernquist, Karen E. Samonds

{"title":"Creating new embryological models for teaching cardiac development in embryology","authors":"Geoffery D. Fernquist, Karen E. Samonds","doi":"10.1002/ase.2505","DOIUrl":"10.1002/ase.2505","url":null,"abstract":"Embryology is an essential component to understanding human anatomy. It requires an in-depth understanding of 3D knowledge but is primarily taught with 2-dimensional resources. In particular, the development of the human heart is a complex process and difficult to understand using traditional teaching methods. We present here a series of heart embryology models created to supplement embryology education and aid students in understanding this complex process. Using Polydoh moldable plastic, models representing six different critical steps in heart formation are described, including: the fusing of the heart tubes (days 21–23), beginning of the cardiac loop (early day 23), fully formed cardiac loop (late day 23), four-week heart, formation of the endocardial cushions and septi (late fourth week), and heart with fully formed septi with functioning foramen ovale (sixth week). These models not only improve embryology education but also the understanding of heart pathologies. This method provides an affordable option for embryology education and provides students with learning tools that assist with the comprehension of the development of a complex organ.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1384-1388"},"PeriodicalIF":5.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2505","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142015691","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

Gaze cueing improves pattern recognition of histology learners 凝视提示提高了组织学学习者的模式识别能力。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-12 DOI: 10.1002/ase.2498

Michelle Bellstedt, Adrian Holtrup, Nils Otto, Markus Berndt, Aline Doreen Scherff, Cihan Papan, Anita Robitzsch, Markus Missler, Dogus Darici

{"title":"Gaze cueing improves pattern recognition of histology learners","authors":"Michelle Bellstedt, Adrian Holtrup, Nils Otto, Markus Berndt, Aline Doreen Scherff, Cihan Papan, Anita Robitzsch, Markus Missler, Dogus Darici","doi":"10.1002/ase.2498","DOIUrl":"10.1002/ase.2498","url":null,"abstract":"Experts perceive and evaluate domain-specific visual information with high accuracy. In doing so, they exhibit eye movements referred to as “expert gaze” to rapidly focus on task-relevant areas. Using eye tracking, it is possible to record these implicit gaze patterns and present them to histology novice learners during training. This article presents a comprehensive evaluation of such expert gaze cueing on pattern recognition of medical students in histology. For this purpose, 53 students were randomized into two groups over eight histology sessions. The control group was presented with an instructional histology video featuring voice commentary. The gaze cueing group was presented the same video, but with an additional overlay of a live recording of the expert's eye movements. Afterward, students' pattern recognition was assessed through 20 image-based tasks (5 retention, 15 transfer) and their cognitive load with the Paas scale. Results showed that gaze cueing significantly outperformed the control group (p = 0.007; d = 0.40). This effect was evident for both, retention (p = 0.003) and transfer tasks (p = 0.046), and generalized across different histological contexts. The cognitive load was similar in both groups. In conclusion, gaze cueing helps histology novice learners to develop their pattern recognition skills, offering a promising method for histology education. Histology educators could benefit from this instructional strategy to provide new forms of attentional guidance to learners in visually complex learning environments.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1461-1472"},"PeriodicalIF":5.2,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141970056","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

Perspectives of a non-medically and a medically qualified early career anatomy academic on facilitating case-based learning sessions for undergraduate medical students 一位非医学专业和一位医学专业的早期解剖学者对促进医学本科生病例学习课程的看法。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-01 DOI: 10.1002/ase.2493

Eleni Patera, Mustafa Mohammedyiya Adwan

{"title":"Perspectives of a non-medically and a medically qualified early career anatomy academic on facilitating case-based learning sessions for undergraduate medical students","authors":"Eleni Patera, Mustafa Mohammedyiya Adwan","doi":"10.1002/ase.2493","DOIUrl":"10.1002/ase.2493","url":null,"abstract":"Case-based learning (CBL) is a student-centered pedagogy where medical students are given a real-world clinical problem. At St George's University of London (SGUL), anatomy academics can volunteer to facilitate CBL sessions for pre-clinical undergraduate medical students. The major benefits of facilitating CBL sessions from the perspective of a non-medically qualified early career anatomy academic (ECAA) include exposure to clinical cases that help the academic develop an understanding over key clinical cases at the context of clinical anatomy and other disciplines including physiology, pathology, and pharmacology. Furthermore, facilitating CBL sessions assists in the acquisition of basic knowledge over history taking, the conduction of clinical examinations, the investigations performed for the diagnosis of a condition as well as how it is managed. The major benefits of facilitating CBL sessions from the perspective of a medically qualified ECAA include staying in touch with the clinical aspect of medicine and becoming familiar with the country's healthcare system and its professional standards. Perceived benefits shared by both the non-medically and medically qualified ECAA include the opportunity to become familiar with the structure and key elements of the pre-clinical medical curriculum as well as gain experience in facilitating small group teaching sessions. Overall, facilitating CBL sessions can help non-medically and medically qualified ECAAs in different contexts that may help them with their individual career goals, can encourage collaborative discussions between clinical and non-clinical anatomy academics as well as help bridge the gap between the anatomy teaching approaches employed by non-medically qualified and medically qualified anatomy academics.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1375-1383"},"PeriodicalIF":5.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873610","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