Anatomical Sciences Education最新文献_第7页

Correction to “The rise of ChatGPT: Exploring its potential in medical education” 更正 "ChatGPT 的兴起：探索其在医学教育中的潜力"。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-08-01 DOI: 10.1002/ase.2496

引用次数: 0

Anatomy outreach: A conceptual model of shared purposes and processes 解剖外联：共同目的和过程的概念模型。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-31 DOI: 10.1002/ase.2478

Angelique N. Dueñas, Paul A. Tiffin, Gabrielle M. Finn

{"title":"Anatomy outreach: A conceptual model of shared purposes and processes","authors":"Angelique N. Dueñas, Paul A. Tiffin, Gabrielle M. Finn","doi":"10.1002/ase.2478","DOIUrl":"10.1002/ase.2478","url":null,"abstract":"Anatomy outreach is a well-documented practice by many academic institutions, defined here as when anatomy-related services are provided to external communities. However, most of the current literature on this topic is largely descriptive, focusing on the ‘what’ of anatomy-related outreach, rather than the generalizable ‘why’ or ‘how’. There exists no shared conceptual model of what anatomy outreach tries to achieve from the perspective of ‘outreachers’, and how anatomists support these goals. Thus, this study aimed to explore the comprehension of anatomy outreach as a social phenomenon in the anatomy education community. This qualitative research used constructivist grounded theory to explore the perspectives of anatomists with experience facilitating anatomy outreach. A total of 18 participants completed semi-structured interviews. Analysis resulted in the construction of nine broad categories of themes relating to anatomy outreach: types of outreach, specific activities, goals of outreach, subject benefit (why anatomy?), enablers, challenges, appraisal, motivators/drivers, and community perspectives from the immediate anatomy community and wider field (Science, Technology, Engineering, and Mathematics (STEM) and health professions education (HPE)). These results were constructed into a conceptual model of anatomy outreach. The findings suggest that anatomists view the subject matter as a socially connecting experience that can engage a wide variety of individuals. The multimodal nature of anatomy, combined with teaching expertise, lends well to productive outreach. Most ‘outreachers’ do not have a strong understanding of the impact of their activities, however, and operate on a level of optimism that activities will support diversity, belonging, and health/anatomical literacy.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1445-1460"},"PeriodicalIF":5.2,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141854297","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

Changes in high school students attitudes toward health sciences following a hands-on outreach STEM program 高中生在参加科学、技术、工程与数学（STEM）实践拓展项目后对健康科学的态度发生了变化。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-31 DOI: 10.1002/ase.2494

Maia Masamoto BS, Courtney Stevens PhD, Lucas Ettinger PhD

{"title":"Changes in high school students attitudes toward health sciences following a hands-on outreach STEM program","authors":"Maia Masamoto BS, Courtney Stevens PhD, Lucas Ettinger PhD","doi":"10.1002/ase.2494","DOIUrl":"10.1002/ase.2494","url":null,"abstract":"Despite attempts to diversify healthcare workplaces and education, racial and ethnic minorities (REM) remain underrepresented in these fields. This study investigated changes in high school students' health science interest following a single exposure, hands-on anatomy laboratory visit. One hundred and eighty-eight high school students participated in a single day, one-hour visit to a human anatomy laboratory on a university campus. Participants engaged in hands-on activities centered around both human and animal specimens led by university mentors. Using a modified Science Technology Engineering and Mathematics—Career Interest Survey (STEM-CIS) questionnaire, health science STEM interest was calculated before and after the visits and compared using a paired t-test (α = 0.05). A 2 × 2 ANOVA (α = 0.05) was run on pre-to-post-visit interest score differences with factors of Race (White/REM) and Gender (Male/Female) to determine if race/ethnicity and/or gender moderated the gains observed. Overall, health science STEM interest increased significantly from pre- to post-visit (p < 0.001), and these gains were greater in REM students (p < 0.05) but did not differ as a function of gender. These findings indicate that a single visit to an anatomy laboratory with hands-on activities can be used as a tool to engage high school aged students in STEM and may be particularly beneficial for racial/ethnic minority students, potentially influencing health science STEM interest.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1417-1430"},"PeriodicalIF":5.2,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141858387","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 with prior anatomy experience start out stronger in medical school gross anatomy 有解剖经验的学生在医学院学习大体解剖学时会更有优势。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-29 DOI: 10.1002/ase.2495

Marlene D. Louro, Grace Meegan, Lauren R. Rudin, Michael C. Granatosky, Nathan E. Thompson

{"title":"Students with prior anatomy experience start out stronger in medical school gross anatomy","authors":"Marlene D. Louro, Grace Meegan, Lauren R. Rudin, Michael C. Granatosky, Nathan E. Thompson","doi":"10.1002/ase.2495","DOIUrl":"10.1002/ase.2495","url":null,"abstract":"Gross anatomy is a crucial course in medical school; it sets the foundation for future coursework and is highly valued by clinicians. While both medical students and faculty recognize the importance of pre-medical school anatomy experience, few medical schools require it as a prerequisite. Consequently, medical school gross anatomy courses have a diverse range of prior anatomy experience among students. Prior studies have shown mixed results regarding the impact of pre-medical school anatomy experience on medical school gross anatomy performance, often using final exam scores as the metric of analysis. In this study, we investigated the relationship between pre-medical school anatomy experience and medical school gross anatomy performance among students at New York Institute of Technology, College of Osteopathic Medicine. We surveyed students from all four matriculated years and analyzed their individual anatomy laboratory exam scores and final anatomy laboratory course scores. We found that students with prior anatomy experience performed significantly better on the first anatomy laboratory exam, leading to an overall positive effect on their final anatomy laboratory score. However, this advantage seemed to diminish in subsequent exams, suggesting that students without prior experience rapidly adjusted to the course challenges. Students with prior anatomy experience felt more prepared for the anatomy course, reported lower stress levels, and believed they had an advantage over peers without prior experience. Our study highlights the importance of pre-medical school anatomy experience, particularly for early performance in the anatomy course.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1406-1416"},"PeriodicalIF":5.2,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141791432","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

A pilot study exploring the effectiveness of binaural beats at reducing anxiety associated with cadaveric dissection 一项探索双耳节拍对减轻尸体解剖相关焦虑的有效性的试点研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-28 DOI: 10.1002/ase.2492

Liteboho Tlotliso Mosheshe, Janine C. Correia, Nadine Rampf

{"title":"A pilot study exploring the effectiveness of binaural beats at reducing anxiety associated with cadaveric dissection","authors":"Liteboho Tlotliso Mosheshe, Janine C. Correia, Nadine Rampf","doi":"10.1002/ase.2492","DOIUrl":"10.1002/ase.2492","url":null,"abstract":"This study explored the effects of a novel intervention, binaural beats (BB), on anxiety levels of anatomy students during cadaveric dissections and its impact on the learning environment. The study was quasi-experimental, employing a purposive sampling strategy. State (SA) and trait (TA) anxiety levels were measured using the State–Trait Anxiety Inventory during two routine dissection sessions. SA was measured at three time points: at the start, after a 3-min control (silence)/intervention (10 Hz BB) session, and at the end of the dissection. A post-study survey was distributed to the participants to obtain qualitative feedback on their perceptions of BB use during cadaveric dissections. Thirteen female students participated in this study (mean age 19.62 ± 0.65 years). Both control and intervention measures significantly reduced SA levels, with BB demonstrating a greater effect size (Hedges' g = 0.98 for intervention vs. 0.76 for control). SA decreased significantly after the BB intervention (t(12) = 3.78, p = 0.003) and remained low throughout the session, in contrast to the control session, where the reduction post-measure was not sustained (t(12) = −0.64, p = 0.54). Feedback from the post-study survey indicated that most students found the BB intervention effective in reducing their anxiety levels before the dissection. The BB intervention was effective in reducing and maintaining students' SA levels during dissection. Students reported positive experiences with BB. Further investigations are warranted to determine whether the findings of this study can be generalized to larger and more heterogeneous populations.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1431-1444"},"PeriodicalIF":5.2,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2492","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786583","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

Learning cardiac embryology on YouTube—What videos are there to view? 在 YouTube 上学习心脏胚胎学--有哪些视频可供观看？

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-28 DOI: 10.1002/ase.2467

Ruth Mathew, Niveta Ramakrishnan, Fiona Boland, Teresa Pawlikowska, Jane C. Holland

{"title":"Learning cardiac embryology on YouTube—What videos are there to view?","authors":"Ruth Mathew, Niveta Ramakrishnan, Fiona Boland, Teresa Pawlikowska, Jane C. Holland","doi":"10.1002/ase.2467","DOIUrl":"10.1002/ase.2467","url":null,"abstract":"In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as “useful.” Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or “filter failure.”","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 7","pages":"1495-1508"},"PeriodicalIF":5.2,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141786584","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

Medical school students' perspectives on virtual anatomy education in a developing country 发展中国家医学院学生对虚拟解剖学教育的看法。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-26 DOI: 10.1002/ase.2486

Smart I. Mbagwu, Edem E. Edem, Oluwaseun E. Adegbilero-Iwari, Gabriel G. Akunna, Victor O. Makanjuola, Felix O. Ogbo, Linus A. Enye

{"title":"Medical school students' perspectives on virtual anatomy education in a developing country","authors":"Smart I. Mbagwu, Edem E. Edem, Oluwaseun E. Adegbilero-Iwari, Gabriel G. Akunna, Victor O. Makanjuola, Felix O. Ogbo, Linus A. Enye","doi":"10.1002/ase.2486","DOIUrl":"10.1002/ase.2486","url":null,"abstract":"Understanding the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online education in Nigeria, this study evaluated the perceptions of medical and allied-health students toward online anatomy education both during the COVID-19 lockdown in Nigeria and for the future. For this study, Google Form questionnaires were distributed via different social and academic platforms to medical and allied-health students in Nigeria between September 28 and December 17, 2020. A total of 954 students participated in the study and 947 valid responses were recorded. The results showed that 77.6% of the students had reported computer/IT skills and 12.1% admitted that they had never attended an online class. Interestingly, 60% of the respondents disapproved of online learning approaches as effective tools for instructions in the anatomical sciences. Majority of the students (84%) agreed that their performance in anatomy would have been better if the classes were face-to-face, while 55% found the online anatomy classes uninteresting. Furthermore, 91.5% agreed that anatomy educators needed advanced skills for online education, while 94.2% agreed that anatomy online teaching needs more advanced technology to be implemented in Nigeria. This study revealed an overall negative perception about the suitability and effectiveness of online anatomy education in Nigerian medical/health training. This study recommends further investigations into the challenges that were presented during online anatomy education at the peak of the pandemic. This will help direct the development and implementation of a workable and sustainable online education model for anatomical sciences in Nigeria.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1345-1357"},"PeriodicalIF":5.2,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141755886","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

Artificial intelligence and anatomy grading: Opportunities for more meaningful learning 人工智能和解剖分级：更有意义的学习机会。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-22 DOI: 10.1002/ase.2485

Angelique N. Dueñas, Andrew M. Deweyert

引用次数: 0

A pilot study for the evaluation of 3D anatomy application ‘Complete Anatomy’ as an additional non-mandatory study tool for the functional anatomy classes of first year physical therapy students 三维解剖学应用程序 "完整解剖学 "作为物理治疗专业一年级学生功能解剖学课程的额外非必修学习工具的试点评估研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-22 DOI: 10.1002/ase.2491

Michael E. J. Stouthandel, Lena Van Beek, Joris Van de Velde, Carl Vangestel, Tom Van Hoof

{"title":"A pilot study for the evaluation of 3D anatomy application ‘Complete Anatomy’ as an additional non-mandatory study tool for the functional anatomy classes of first year physical therapy students","authors":"Michael E. J. Stouthandel, Lena Van Beek, Joris Van de Velde, Carl Vangestel, Tom Van Hoof","doi":"10.1002/ase.2491","DOIUrl":"10.1002/ase.2491","url":null,"abstract":"For this pilot study, the use of the digital 3D anatomy application Complete Anatomy was evaluated as a non-mandatory additional study tool throughout the semester. The aim of the study was to investigate if the Complete Anatomy usage time had an effect on final exam grades and how the app was used post-Covid19. This cross-sectional study asked first year bachelor/freshman university students of Physical Therapy and Rehabilitation Sciences to fill out a questionnaire to gauge Complete Anatomy usage time, the student's exam results, and how the app was used, for example, in relation to other study tools. A positive correlation was found between the proportion of students that passed the final exam and the number of hours of Complete Anatomy usage (rs (4) = 0.94, p = 0.016). Compared to students who didn't use Complete Anatomy, these positive effects were observed when students used Complete Anatomy for at least 10 h (p = 0.04). The app was well-used with almost half of the respondents reporting >10 h of usage time. The results from this study provide a good overview of how and how often Complete Anatomy is used. Although a positive correlation between the hours of use and the number of passing grades was found in this pilot study, a future study to prove the causality between these two factors is warranted to further investigate the effect of Complete Anatomy as an additional non-mandatory study tool.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1336-1344"},"PeriodicalIF":5.2,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141732941","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

Correction to Emerging trends on the anatomy teaching reforms in the last 10 years: Based on VOSviewer and CiteSpace 更正为 "近十年解剖学教学改革的新动向"：基于 VOSviewer 和 CiteSpace。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2024-07-17 DOI: 10.1002/ase.2487

引用次数: 0