Anatomical Sciences Education最新文献

{"title":"Ethical-legal vulnerability in body procurement across national contexts","authors":"İlke Ali Gürses","doi":"10.1002/ase.70270","DOIUrl":"10.1002/ase.70270","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1570-1572"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012811","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}

{"title":"Anatomical Sciences Education Vol. 19, Issue 9, 2026 Cover Image","authors":"","doi":"10.1002/ase.70354","DOIUrl":"https://doi.org/10.1002/ase.70354","url":null,"abstract":"<p>\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure>\u0000 </p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148904115","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}

{"title":"The human foundations of anatomy at The University of Sydney: One hundred and one years of body procurement","authors":"Rebekah A. Jenkin,&nbsp;Kevin A. Keay","doi":"10.1002/ase.70282","DOIUrl":"10.1002/ase.70282","url":null,"abstract":"<p>Body procurement at The University of Sydney has a long history. Anatomy legislation <i>(1881 Anatomy Act)</i> modeled on the <i>British Anatomy Act 1832</i> legalized procurement of unclaimed bodies from public institutions for anatomical dissection at licensed Schools of Anatomy, effectively conferring the University of Sydney an exclusive license until the 1960s. This study documents the procurement of 7609 bodies between 1883 and 1983, of which 4084 were unclaimed. Until the 1930s, bodies were predominantly from public asylums, with a small number from psychiatric asylums, hospitals and morgues. Donors were uncommon as were female bodies, reflecting prevailing societal antipathy toward anatomical dissection, the characteristics of asylum residents, and academic attitudes to the dissection of the female body. The individuals whose bodies sustained medical education were diverse in origin and circumstances: ex-convicts, immigrants, miners, Chinese indentured laborers, Indigenous Australians and locally born individuals. Although the law provided a limited right of objection, asylum residents were poorly positioned to exercise it. Mirroring practice across the Western World, their classification as “unclaimed” reflected legal procedure and poverty, institutionalization, separation from family, discriminatory and inaccurate record-keeping, and Colonial-era assumptions of social worth. Little consideration was given to their cultural beliefs, preferences and rights. The University shifted to a body donation program in the 1940s as the availability of unclaimed bodies diminished. This shift was rapid; the last unclaimed body was received in 1961.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1491-1511"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545325/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148269438","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}

{"title":"The impact of family interview on the relationship between medical students and their silent mentor","authors":"Po-Fang Tsai,&nbsp;Mei-Fang Tseng,&nbsp;Ruei-Jen Chiou","doi":"10.1002/ase.70278","DOIUrl":"10.1002/ase.70278","url":null,"abstract":"<p>The gross anatomy laboratory course often triggers significant negative emotions in medical students during dissection. While various pedagogical interventions aim to alleviate psychological burden, the fundamental question of how students' perceptions of donors evolve throughout the course remains underexplored. In our program, students participate in family interviews with donors' family members, which provide a biographical context for the donor. This study investigated the processual nature of medical students' relationship formation with their “silent mentor” and the pivotal role of family interviews in this transformation. A qualitative study was conducted with 12 third-year medical students. Participants were interviewed at two critical time points: before family interviews (T1) and after course completion (T2). Semi-structured interviews explored students' perceptions of the silent mentor's body, the student–donor relationship, and the impact of family interviews. Data were analyzed using thematic analysis to trace the evolution of themes across the semester. Students' experiences unfolded in two distinct phases. Phase 1 was characterized by oscillation between viewing the silent mentor as “person” versus “object,” influenced by temporal boundaries and sensory dissonance. Phase 2 revealed the family interview as a transformative catalyst that initiated relationship formation, prompting students to reframe their connection with the silent mentor as teacher, bridge, or companion, while extending reflections to their relationships with living people. The family interview emerges not merely as a humanistic activity but as a critical pedagogical intervention that transforms students' professional identity and compassion through facilitating a profound process of relationship formation with their silent mentor.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1460-1471"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545338/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148136239","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}

{"title":"Using spaced repetition to teach histopathology significantly improves diagnostic skills: A randomized within-participant evaluation","authors":"Sarah Barhdaoui,&nbsp;Thibault Kervarrec,&nbsp;Pierre Sohier","doi":"10.1002/ase.70261","DOIUrl":"10.1002/ase.70261","url":null,"abstract":"<p>The vast and rapidly evolving knowledge base in histopathology poses a significant challenge to long-term retention. We report here, in a randomized within-participant exposure-controlled evaluation, the efficacy of spaced repetition (SR), a technique for efficient memorization using repeated review of content according to a schedule determined by an algorithm to improve long-term retention. The study recruited trainees and certified pathologists. Participants were given access to an online e-learning module, consisting of a series of short videos, and were randomly assigned to one of two different sets of spaced repetition material. Three months after inclusion, their diagnostic performance was evaluated online using 20 previously unseen cases. The study included 337 participants in 2023. The evaluation and the feedback questionnaire were completed by 23% (79/337), with 58% (46/79) using the SR material. Learning via SR improved diagnostic performance both in accuracy and speed within participants: each participant scored significantly higher on diagnoses they had reviewed using SR compared to those they had not (mean score: 7.3/10 vs. 5.4/10; paired mean difference +1.9 points, <i>p</i> &lt; 0.001, <i>n</i> = 42), and completed these same cases in significantly less time (paired median difference −1.4 min, <i>p</i> = 0.018). Participants were highly satisfied with this learning technique, with 90% expressing intent to reuse it. The findings suggest that SR can be used to improve diagnostic accuracy and speed of pathologists. SR has a strong effect on acquisition of diagnostic skills in histopathology and its use should be promoted in initial training and continuing medical education.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1386-1395"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925068","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}

{"title":"Charlotte Pommer: Resistance fighter and female pioneer of German anatomy","authors":"Tim S. Goldmann","doi":"10.1002/ase.70268","DOIUrl":"10.1002/ase.70268","url":null,"abstract":"<p>This article examines the biography and unique case of Charlotte Pommer (1914–2004), the only anatomist documented to have left the field during the Nazi period after encountering the regime's victims on the dissection table. While she is known for her resistance activities, newly presented documentation reveals her role as the provisional director of the Institute of Anatomy in Erlangen from 1947 to 1949. Consequently, she is likely the first woman in Germany to hold such a leadership position, albeit not as a full professor. Based on an analysis of archival sources and her personal correspondence, this study reconstructs Pommer's biography, institutional role, and life after 1945. It demonstrates that her early engagement with the resistance against the Nazi regime and the responsibilities she assumed as a young physician fundamentally shaped her worldview. These findings contribute to the historiography of women in academic science and anatomy and provide a significant case study of a contemporary witness to the Nazi era. Her late reflections illustrate that the psychological burdens and ethical dilemmas of her early career remained unresolved in old age. By interpreting her life as part of an “ongoing war among Germans,” Pommer transformed personal experience into a historical-moral commentary on post-war German identity. This dual perspective—documented leadership combined with a self-authored testimony of moral struggle—renders Pommer not only a pioneering figure in German anatomy but also a witness whose medical and moral self-conception bridges the ruptures of the mid-twentieth century and turbulent post-war eras in Germany.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1415-1429"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545317/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148051284","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}

{"title":"Comparative evaluation of radiological anatomy knowledge and accuracy of ChatGPT-5, Gemini 2.5, and Grok 4 across normal and thinking modes","authors":"Ismail Sivri,&nbsp;Furkan Mehmet Ozden,&nbsp;Halit Celik,&nbsp;Ozgur Gokturk,&nbsp;Tuncay Colak","doi":"10.1002/ase.70292","DOIUrl":"10.1002/ase.70292","url":null,"abstract":"<p>This study compared the performance of three large language models, ChatGPT-5 Plus, Gemini 2.5 Pro, and SuperGrok 4, in identifying anatomical structures on radiographic images using standardized anatomical terminology. Thirty radiographs from different body regions were selected from an open-access atlas and analyzed by the models in Normal and Thinking modes using standardized prompts based on Terminologia Anatomica (version 2.07). Responses were evaluated independently by two anatomists using a 0–2 scoring system. Overall accuracy across both modes and models ranged from 47.4% to 85.7%. Data were analyzed using Friedman and Wilcoxon signed-rank tests. Temporal response consistency was assessed with weighted kappa coefficients. Gemini 2.5 Pro and ChatGPT-5 Plus significantly outperformed SuperGrok 4 in both modes. In Normal mode, Gemini 2.5 Pro achieved the highest overall accuracy (82.7%), significantly exceeding ChatGPT-5 Plus (60.7%, <i>p</i> = 0.001) and SuperGrok 4 (47.4%, <i>p</i> &lt; 0.001). In Thinking mode, accuracies were 85.7% for Gemini 2.5 Pro, 77.6% for ChatGPT-5 Plus, and 49.5% for SuperGrok 4. Gemini 2.5 Pro demonstrated a significant advantage over ChatGPT-5 Plus only in Normal mode (<i>p</i> = 0.001), whereas Thinking mode significantly improved performance only for ChatGPT-5 Plus (<i>p</i> = 0.01). Temporal stability analysis showed high response consistency for Gemini 2.5 Pro and SuperGrok 4 across all modes (<i>r</i> &gt; 0.94, <i>p</i> &lt; 0.001). Conversely, ChatGPT-5 Plus' stability decreased from substantial agreement in normal mode (<i>r</i> = 0.697, <i>p</i> &lt; 0.001) to moderate agreement in Thinking mode (<i>r</i> = 0.539, <i>p</i> &lt; 0.001). Despite their educational potential, these models need refinement to reliably identify anatomical structures on radiographic images.</p><p>\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure>\u0000 </p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1377-1385"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148337087","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}

{"title":"The legacy of Gunther von Hagens: Reflections on an anatomist and innovator who challenged the ethical boundaries of anatomy.","authors":"Jon Cornwall, Sabine Hildebrandt, Thomas H Champney, Jason M Organ","doi":"10.1002/ase.70358","DOIUrl":"https://doi.org/10.1002/ase.70358","url":null,"abstract":"<p><p>Gunther von Hagens, who died on July 24, 2026, was a controversial figure whose influence on anatomy extends well beyond the Body Worlds exhibitions of plastinated human tissues for which he became internationally known. His work raised the public profile of anatomy, though it generated significant debate. Much of the academic discussion of his work has focused on ethical concerns surrounding the sourcing and display of plastinated human tissues, as well as his decision to undertake public dissection of a donor. These issues remain important, but they can obscure the extent to which his innovations using plastination techniques changed the possibilities for preserving and teaching human anatomy. Plastinated specimens are now used in anatomy education and research in institutions around the world, providing durable and transportable educational resources while also extending access to anatomical specimens. Von Hagens also had an unintended influence on the development of ethics in anatomy, whereby the controversy surrounding his work brought anatomy into public and academic discussions, prompting ongoing discourse around the ethical boundaries of working with human tissues. Because of these multiple influences, any legacy attached to von Hagens' remains difficult to balance. The anatomy community should recognize the significance of his contribution while continuing to examine the ethical questions that accompanied it.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148885750","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}

{"title":"Training the morphological mindset: An educational framework for teaching morphological reasoning in the laboratory.","authors":"Katia Cortese","doi":"10.1002/ase.70349","DOIUrl":"https://doi.org/10.1002/ase.70349","url":null,"abstract":"<p><p>In contemporary anatomy and histology education, students increasingly gain access to large image repositories and advanced imaging technologies, yet explicit instruction in morphological reasoning often remains implicit. As a result, learners may become proficient at recognizing structures while lacking the interpretative skills needed to describe visual evidence, relate form to function, and generate scientifically meaningful questions from images. This discursive article presents an educational framework that makes morphological reasoning explicit within laboratory-based training. Developed in the MorphoLAB training environment, the approach integrates anatomy, histology, and imaging-based observation across health sciences curricula and within an active research workflow. Rather than prioritizing technical proficiency as an endpoint, the model foregrounds the cognitive processes and identity formation that underpin expert interpretation. At its core are 10 guiding principles-the \"Ten Rules of the Morphologist\"-which provide a shared vocabulary for observation, description, interpretation, integration, and critical questioning. The rules are introduced early and reinforced through structured image observation, reflective notebook practices, and guided dialog that externalizes expert reasoning. Reflective observations from routine supervision suggest that this explicit focus supports more precise descriptive language, greater interpretative autonomy, and increased tolerance for ambiguity in complex images. By shifting attention from technique-centered instruction to the cultivation of a morphological mindset, the framework offers a transferable, low-burden strategy for educators seeking to strengthen students' capacity to think with images in an educational landscape increasingly shaped by digital imaging and artificial intelligence.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148878635","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}

{"title":"Seeing ourselves in anatomy: Embedding equity, diversity, and inclusivity to transform learning in a UK BSc curriculum.","authors":"Michelle Welsh, Ourania Varsou","doi":"10.1002/ase.70333","DOIUrl":"https://doi.org/10.1002/ase.70333","url":null,"abstract":"<p><p>Embedding intersectional equity, diversity, and inclusion (EDI) in anatomy education is essential to reflect the growing diversity of student populations, support all learners, and prepare graduates for a more inclusive, socially responsive global workforce. Anatomical textbooks and models have typically focused on white, cis-gender, able-bodied individuals who perpetuates biases and underrepresentation, impacting learners' professional development. We embedded five workshops in the junior honors BSc anatomy curriculum, which all adopted an intersectional EDI approach. These were strongly anchored to anatomy as a discipline and framed around learners building knowledge through social interaction, encouraging active student engagement and reflection. A mixed methods analysis using pre- and postteaching surveys and assessment data from 2021 to 2025 showed that the anatomy-focused EDI content challenged students to explore personal and disciplinary representation, bias, and diversity through real-world examples such as textbook imagery, donor demographics, and historical figures. By combining collaborative tasks, critical reflection, and authentic assessments, students developed cultural awareness, and personal accountability, embedding inclusive thinking into both their academic practice and professional identity, with their understanding shifting over time from more basic awareness to reflective, critical engagement. Students also consistently achieved higher grades in EDI coursework and exam essays compared to non-EDI assessments. This approach allowed students to build complexity across the sessions, from historical critique to structural analysis and applied outputs. These findings support the continued integration of EDI as a dynamic and essential component of anatomy and broader biomedical curricula while also offering a transferable framework for other academics to adopt.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148838662","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}