Anatomical Sciences Education最新文献

{"title":"Reflexive thematic analysis and men's embodiment following injury or illness: A worked example.","authors":"Gareth Terry, Nikki Hayfield","doi":"10.1002/ase.70058","DOIUrl":"https://doi.org/10.1002/ase.70058","url":null,"abstract":"<p><p>Reflexive thematic analysis (reflexive TA) originated within psychology and the social sciences and has become an increasingly popular qualitative analytic method across a range of disciplines. In this article, we offer a brief methodological guide for researchers hoping to use the method, suitable for beginners through to those experienced in qualitative research. Reflexive TA can be used to analyze data generated via a range of methods. Reflexive TA is highly flexible, and we outline the choices that researchers need to address when conducting their research. These choices relate to the theoretical approach (realist through to relativist/experiential to critical), their orientation to analyzing the data (inductive to deductive), and the depth in which they analyze their dataset (semantic to latent). We offer an accessible but comprehensive discussion of the six phases of reflexive thematic analysis and how best to produce a rigorous analysis. Starting with familiarization of the dataset as a foundation for analysis, data are then coded, before using these codes to generate initial themes. These early themes are then reviewed and developed, before the researcher moves to defining and naming them. The final phase of analysis is the writing up of the research, at which point final changes may still be made to the results. Written from the basis of our experience of using, teaching, and training reflexive thematic analysis within psychology and the social sciences, we see it as useful for those working across a range of disciplines.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144172214","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":"Creating and hosting 3D photogrammetry models for anatomical education: An accessible and student-centered approach","authors":"Nicolas Van Vlasselaer,&nbsp;Jona Van den Broeck,&nbsp;Ben Serrien,&nbsp;Erik Cattrysse","doi":"10.1002/ase.70052","DOIUrl":"10.1002/ase.70052","url":null,"abstract":"<p>Integration of 3D photogrammetry models into anatomical education can enhance students' understanding of complex anatomical structures. With advancements in photogrammetry technology, this integration has become more accessible. Interactive, photorealistic models complement traditional methods such as donor dissections. This study evaluates the usability of 3D photogrammetry models on a secure, device-independent web-based platform, compares polarized and diffuse lighting techniques, and evaluates student feedback. Two embalmed dissections (upper and lower limbs) were photographed using an iPhone 15 Pro and a digital single-lens reflex camera under diffuse and polarized lighting. The images were processed with Apple Inc. RealityKit® Object Capture to generate 3D models. Physiotherapy and physical education students accessed these models on the platform, completed quizzes, and filled out a questionnaire on their learning experience. Out of 92 invited participants, 61 responded. Seventy-seven percent agreed that the models offered sufficient anatomical detail, and 74% reported that the 3D models enhanced their understanding of spatial relationships better than traditional textbooks. Eighty-two percent found the models helpful for exam preparation. Lighting techniques were considered equally effective, with a slight preference for polarized lighting for muscle definition and diffuse lighting for photorealism. Twenty-eight percent noted slower loading times as a drawback, and only 30% believed the models enhanced their understanding more than other 3D software. Findings indicate that 3D photogrammetry models, in combination with a secure web-based platform, can be a valuable tool in anatomical education. Future improvements should focus on optimizing technical performance and expanding platform features to better meet student needs.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"657-669"},"PeriodicalIF":4.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144155358","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":"Empathy and cultural humility: Caribbean medical students' experience in Taiwan's Silent Teacher family interviews","authors":"Hsiang-Chin Hsu,&nbsp;Tzu-Ching Sung","doi":"10.1002/ase.70050","DOIUrl":"10.1002/ase.70050","url":null,"abstract":"<p>International medical students at I-Shou University's School of Medicine for International Students (SMIS) receive Taiwan government-funded scholarships to cultivate skilled and compassionate medical professionals from the Caribbean, Central America, and the Pacific Islands. This study examines the meaningful impact of Caribbean medical students' participation in interviews with the families of silent teachers, a central element of Taiwan's distinctive approach to anatomical education. Through these interviews, students were exposed to the deeply personal narratives of body donors, such as their life stories, motivations for donation, and their values, such as altruism, family devotion, and reverence for life. These interactions offered the students a rare opportunity to bridge the gap between technical medical training and healthcare's emotional, ethical, and cultural dimensions. This study examines reflective practices' impact on Caribbean medical students' development during interactions with Silent Teacher donors. Reflective narratives from 28 culturally diverse students were analyzed using thematic analysis. The experience enhanced the students' understanding of the significance of body donation in Taiwanese society, which contrasts with more anonymous approaches in Western medical education. As a result, international students commented on key professional attributes, including cultural humility, empathy, and a stronger ethical awareness. The family interviews allowed students to engage in the human aspect of medicine, reinforcing the importance of compassionate care and emotional intelligence in their future medical practice. This program is a meaningful model for integrating humanistic and ethical learning into the curriculum, especially for international students, fostering their growth into well-rounded, culturally aware, and empathetic physicians.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"629-641"},"PeriodicalIF":4.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144155360","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":"Psychometrics in medical and health sciences education","authors":"Adam B. Wilson","doi":"10.1002/ase.70059","DOIUrl":"10.1002/ase.70059","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 8","pages":"749-750"},"PeriodicalIF":4.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144155362","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":"Comparative analysis of LLMs performance in medical embryology: A cross-platform study of ChatGPT, Claude, Gemini, and Copilot","authors":"Olena Bolgova,&nbsp;Paul Ganguly,&nbsp;Volodymyr Mavrych","doi":"10.1002/ase.70044","DOIUrl":"10.1002/ase.70044","url":null,"abstract":"<p>Integrating artificial intelligence, particularly large language models (LLMs), into medical education represents a significant new step in how medical knowledge is accessed, processed, and evaluated. The objective of this study was to conduct a comprehensive analysis comparing the performance of advanced LLM chatbots in different topics of medical embryology courses. Two hundred United States Medical Licensing Examination (USMLE)-style multiple-choice questions were selected from the course exam database and distributed across 20 topics. The results of 3 attempts by GPT-4o, Claude, Gemini, Copilot, and GPT-3.5 to answer the assessment items were evaluated. Statistical analyses included intraclass correlation coefficients for reliability, one-way and two-way mixed ANOVAs for performance comparisons, and post hoc analyses. Effect sizes were calculated using Cohen's <i>f</i> and eta-squared (<i>η</i>²). On average, the selected chatbots correctly answered 78.7% ± 15.1% of the questions. GPT-4o and Claude performed best, correctly answering 89.7% and 87.5% of the questions, respectively, without a statistical difference in their performance (<i>p</i> = 0.238). The performance of other chatbots was significantly lower (<i>p</i> &lt; 0.01): Copilot (82.5%), Gemini (74.8%), and GPT-3.5 (59.0%). Test–retest reliability analysis showed good reliability for GPT-4o (ICC = 0.803), Claude (ICC = 0.865), and Gemini (ICC = 0.876), with moderate reliability for Copilot and GPT-3.5. This study suggests that AI models like GPT-4o and Claude show promise for providing tailored embryology instruction, though instructor verification remains essential.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"718-726"},"PeriodicalIF":4.7,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143958634","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":"Implementation of plastinated specimens in a Doctor of Physical Therapy human anatomy curriculum","authors":"Maria J. Torres-Palsa,&nbsp;José Dominguez","doi":"10.1002/ase.70043","DOIUrl":"10.1002/ase.70043","url":null,"abstract":"<p>This descriptive report explores the implementation of the use of plastinated specimens in a Doctor of Physical Therapy human anatomy curriculum as an alternative to traditional body donor dissection. Plastination, a preservation technique developed in the 1970s, creates durable and flexible specimens that retain detailed anatomical features. The use of plastinated specimens offers significant advantages, including ease of handling, enhanced visibility, and reduced maintenance costs. Feedback from physical therapy students highlighted the benefits of combining lectures with hands-on learning, using plastinated specimens to improve understanding of anatomical structures and functions. The inclusion of camera technology during lab sessions further facilitated students in visualizing complex structures, enhancing learning in small group settings. However, limitations were identified by the faculty, such as a diminished sense of discovery and connection to the human donor compared to full-body donor dissections. Despite these challenges, plastinated specimens provide a time-efficient, cost-effective solution that allows for greater flexibility in human anatomy curriculum design and a valuable teaching method in physical therapy education. Further research is needed to explore the long-term educational impact and emotional engagement of physical therapy faculty and students when using plastinated specimens compared to traditional dissection methods.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"709-717"},"PeriodicalIF":4.7,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143958636","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":"Instagram Reels improve students' knowledge, motivation, perception, and satisfaction with anatomy and physiology","authors":"Mickael Antoine Joseph,&nbsp;Jansirani Natarajan,&nbsp;Omar Al Zaabi,&nbsp;Srinivasa Rao Sirasanagandla","doi":"10.1002/ase.70039","DOIUrl":"10.1002/ase.70039","url":null,"abstract":"<p>Anatomy and physiology courses are foundational in nursing education but are often perceived as challenging due to heavy content load. Innovative teaching methods, including social media platforms like Instagram Reels, may enhance student engagement and learning. In this quasi-experimental pre-post-test design with a control group, we examined the effectiveness of Instagram Reels in teaching human muscle anatomy to first-semester nursing students. Participants were divided into an experimental group (<i>n</i> = 83) that created and reviewed Instagram Reels on muscle anatomy and a control group (<i>n</i> = 53) that received a didactic lecture. Knowledge acquisition was assessed using faculty-developed multiple-choice tests administered before and after the intervention. Satisfaction, motivation, and perceptions were measured using validated questionnaires. Of the 83 students in the experimental group, 53 completed both a pre-test and post-test, while all 53 students in the control group did so. The experimental group showed a statistically significant increase in knowledge scores from pre-test (<i>M</i> = 55.19 ± 18.11) to post-test (<i>M</i> = 65.47 ± 20.03), <i>t</i>(52) = −3.007, <i>p</i> = 0.004. The control group showed no statistically significant change. The experimental group reported higher satisfaction levels (<i>M</i> = 7.72 ± 1.72) compared to the control group (<i>M</i> = 6.62 ± 2.00), <i>t</i>(134) = 3.411, <i>p</i> = 0.001. High learning motivation and positive perceptions of Instagram Reels were also reported. Male students in the experimental group reported higher satisfaction than female students, <i>χ</i>²(1, <i>N</i> = 83) = 8.64, <i>p</i> = 0.003. Integrating Instagram Reels into anatomy education significantly enhances nursing students' knowledge acquisition and satisfaction levels. Social media platforms with expert supervision can serve as effective educational tools to engage students and improve learning outcomes. Further research should explore gender differences in satisfaction with social media-based learning interventions.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 6","pages":"533-543"},"PeriodicalIF":4.7,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143952444","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. 18, Issue 5, 2025 Cover Image","authors":"","doi":"10.1002/ase.70041","DOIUrl":"10.1002/ase.70041","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":"18 5","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905099","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":"Sourcing and utilization of bodies of the deceased for medical education and research: An examination of West African universities","authors":"Oheneba Boadum,&nbsp;John Ahenkorah,&nbsp;Joy Y. Balta","doi":"10.1002/ase.70038","DOIUrl":"10.1002/ase.70038","url":null,"abstract":"<p>Bodies of the deceased are important for training healthcare professionals in anatomy education, research, and clinical skills. While body donation programs exist in many countries around the world, few exist in Africa, likely due to strong religious convictions of the public, socioeconomic factors, and other difficulties. Consequently, many African anatomy programs rely on unclaimed and unidentified bodies, many of which are abandoned in hospitals or mortuaries. This study investigated the different sources of bodies of the deceased and their use in education in West Africa. Fifty-seven institutions in 15 West-African countries were contacted. Of these, 27 institutions (48.2% response rate) from 11 countries (Benin, Burkina Faso, Cape Verde, Gambia, Ghana, Ivory Coast, Mali, Mauritania, Niger, Nigeria, and Senegal) responded. Information around body management and utilization for public engagement, high school tours, imaging, and research was also explored. Only two institutions in Ghana had body donation programs. Sixty-three percent of bodies were from unclaimed and unidentified sources, with 69% of unclaimed bodies coming from health facilities. The bodies of executed persons were used for anatomical purposes only in Nigeria. Given the reliance on unclaimed bodies, these findings highlight the need for efforts to build body donation programs. Efforts to identify deceased persons through outreach services should be pursued, alongside legislation permitting their use. Engaging religious, cultural, and social leaders is essential to improve awareness of body donation. This study presents the first attempt to capture a comprehensive set of data on body procurement in anatomy from several nations in West Africa.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 6","pages":"544-557"},"PeriodicalIF":4.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143957672","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":"Podcasts in health education-Insights from a scoping review and survey.","authors":"Matthew J Barton, Mari Okada, Michael Todorovic","doi":"10.1002/ase.70037","DOIUrl":"https://doi.org/10.1002/ase.70037","url":null,"abstract":"<p><p>Podcasts have rapidly emerged as a powerful tool for health communication, especially since the COVID-19 pandemic. While evidence shows that podcasts can enhance student knowledge, confidence, and flexibility in learning, their educational impact is primarily studied within formal academic contexts. Despite their popularity and potential, little is known about how bioscience-focused health podcasts engage broader audiences beyond structured health education programs. Limited research examines who listens, why they choose podcasts, and how this format influences their learning or behavior. To address this, we used a mixed-methods approach comprising a scoping review and an exploratory online survey. The scoping review, following PRISMA guidelines, identified 14 eligible studies published between 2008 and 2024. The survey, distributed via social media and Dr. Matt & Dr. Mike's Medical Education Podcast, captured responses from 226 participants-predominantly aged 25-34 and mostly from the USA-with two-thirds enrolled in health programs. Participants cited access to expert insights, enjoyment, and the ability to multitask as key reasons for podcast use. Content relevance and presenter expertise were rated the most important factors when selecting a health podcast. The preferred episode length was 30-60 min. On average, participants rated the impact of podcasts on their health knowledge at 4.22 out of 5, with 58% reporting changes in health-related behaviors. These findings suggest that podcasts offer a flexible, engaging way to communicate bioscience-focused health content and support learning across diverse audiences. Educators should consider listener motivations and preferences when integrating podcasts into educational practice.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143960648","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}