Anatomical Sciences Education最新文献

{"title":"Anatomical Sciences Education Vol. 17, Issue 4, 2024 Cover Image","authors":"","doi":"10.1002/ase.2466","DOIUrl":"https://doi.org/10.1002/ase.2466","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 4","pages":"C1"},"PeriodicalIF":7.3,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141182206","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":"Transforming histology students from passive lecture listeners into active lecture learners","authors":"Michael Hortsch","doi":"10.1002/ase.2463","DOIUrl":"10.1002/ase.2463","url":null,"abstract":"<p>Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner-centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1174-1182"},"PeriodicalIF":5.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141178280","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 anatomy of diversity: Applying critical disability theory to anatomy education","authors":"Megan E. L. Brown,&nbsp;Gabrielle M. Finn","doi":"10.1002/ase.2461","DOIUrl":"10.1002/ase.2461","url":null,"abstract":"&lt;p&gt;We like to think that we are more progressive than the Romans. And, in many ways, we are. Advances in medicine have eradicated many deadly diseases, and our understanding of public health is such that we no longer use lead as a sweetener.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; However, when it comes to the attitudes and systemic inequalities surrounding disability, our progress is, surprisingly, less impressive. While we may no longer marginalize disabled people in exactly the same way the Romans did (which, horrifyingly, often involved abandoning newborn disabled children to the elements&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt;), ableism continues within our society in both overt and hidden ways.&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt; And make no doubt about it, ableism is violence.&lt;span&gt;&lt;sup&gt;4&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Ableism is evident within all branches of health professions education,&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt; including anatomy education.&lt;span&gt;&lt;sup&gt;6&lt;/sup&gt;&lt;/span&gt; Traditional anatomy curricula, models, and textbooks feature the “ideal” body, excluding or marginalizing representations of disability and so equating normality with bodies that are enabled.&lt;span&gt;&lt;sup&gt;7&lt;/sup&gt;&lt;/span&gt; * Dissection and prosection usually occur on donors without visible disabilities, adding to a lack of disabled representation within anatomy education.&lt;span&gt;&lt;sup&gt;8, 9&lt;/sup&gt;&lt;/span&gt; This, coupled with a frequent focus on teaching what is considered to be “normal” anatomy,&lt;span&gt;&lt;sup&gt;9&lt;/sup&gt;&lt;/span&gt; implies that any deviation is abnormal or of lesser importance. This tendency to depict and prioritize the “ideal” body within anatomy education is not only a reflection of historical biases; it actively shapes the perception and attitudes of future anatomists and healthcare professionals and could negatively influence their ability to provide inclusive, empathetic care to diverse patient and learner populations. This is detrimental, given that anatomists play key roles in giving language to the human body and in shaping learners' perspectives on the body, its function, and variation at a formative stage in health professions education.&lt;span&gt;&lt;sup&gt;10&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Critical disability theory (hereafter, CDT) can provide us with a framework for understanding and addressing the ableism perpetuated within anatomy education materials, attitudes, and behaviors. We operate in line with Hall's&lt;span&gt;&lt;sup&gt;11&lt;/sup&gt;&lt;/span&gt; understanding that CDT is an interdisciplinary methodology that includes critical disability studies but expands to encompass a broad range of theories from across multiple disciplines.&lt;span&gt;&lt;sup&gt;11&lt;/sup&gt;&lt;/span&gt;† As a methodology, CDT challenges individualistic explanations of, and perspectives on, disability. Simply, it puts forth that disability is not an inherent personal deficit, or a personal responsibility, but results from complex interactions between social, cultural, political, and economic factors. Though language is debated and there are differences in preferences between countries and between communitie","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1157-1163"},"PeriodicalIF":5.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141178273","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":"Commemoration of body donors in a religiously diverse society: A tale of two Korean medical schools","authors":"Sae-Ock Oh,&nbsp;Boon Huat Bay,&nbsp;Hee-Jin Kim,&nbsp;Hye Yeon Lee,&nbsp;Sik Yoon","doi":"10.1002/ase.2462","DOIUrl":"10.1002/ase.2462","url":null,"abstract":"<p>Although a diversity of religions exists in South Korea, with Buddhism and Christianity (Protestantism and Catholicism) being the two main faiths, Korean beliefs are deeply rooted in Confucianism. Despite the notion that the Confucian norm of filial piety discourages body donation to medical science, there has been a mindset shift in favor of body donation, driven by a heightened awareness of the body bequest programs and the care and dignity accorded to the altruistic body donors, together with the institution of commemorative services to honor them. As spirituality and religion are known to be factors that influence body donation, how religious- and non-religious-based memorial services are held to honor the donors as exemplified by two Korean medical schools—from a public university with no religious affiliation and from a Protestant-based university—are described here. The key concept of expressing gratitude and respect for the donors and their family members has positively impacted body bequest programs in this multi-religious society. Commemorative services held to pay tribute to the altruistic body donors may play an important role in inspiring a humanistic spirit in students, regardless of religious or non-religious beliefs, as exemplified by the two Korean medical schools. The takeaway here is that the elevation of spirituality in memorial services effectively resonates with society, thereby demonstrating the impact of spiritual principles independent of religious influence.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 8","pages":"1618-1627"},"PeriodicalIF":5.2,"publicationDate":"2024-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2462","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141154306","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":"Analysis of the ethical issues in authorship of collaborative research. Observations inspired by the historical case study of Gerard L. Blaes' (Blasius) claim to sole authorship of ‘Anatome medullae spinalis’","authors":"Katarzyna Pękacka-Falkowska,&nbsp;Danuta Raj,&nbsp;Jakub Węglorz","doi":"10.1002/ase.2435","DOIUrl":"10.1002/ase.2435","url":null,"abstract":"<p>This paper discusses the historical context of collaborative research and authorship disputes, exemplified by the complex relationship between Dutch anatomist and physician Gerard L. Blaes and his East-Central European mentee, Daniel Gödtke, during the study of medulla spinalis. The study employs historical analysis to unravel the dynamics of scholarly collaboration, emphasizing the significance of mentorship in scientific progress and the communal nature of knowledge exchange. This historical analysis is based on primary sources and historical records. It underscores Blaes's strategy to circumvent public confrontations regarding the authorship of the seminal work ‘Anatome medullae spinalis, et nervorum inde provenientium’ (1666). As a teacher, he facilitated his student's participation in a public disputation to avert public authorship conflicts over the book. This ultimately led to the publication of two distinct versions of ‘Anatome medullae spinalis.’ The first one was co-authored by the mentor and his mentee, while the latter was solely attributed to the mentor. This historical narrative raises essential questions about attributing individual contributions in medical sciences, echoing concerns still pertinent in contemporary academia. Additionally, it makes visible the power dynamics inherent in faculty–students relationships and the potential repercussions of authorship disputes on scholars' reputations. By drawing parallels between historical and modern authorship dilemmas, this study contributes to ongoing discussions on equitable authorship in scientific research and publishing. It not only highlights a historical precedent for the complex dynamics of mentor–mentee collaborations and authorship disputes but also illuminates how these practices continue to influence contemporary academic and publishing customs.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 5","pages":"944-953"},"PeriodicalIF":5.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140943409","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":"The impact of the integration of digital platforms and active teaching strategies (Kahoot!) on the performance of Brazilian medical course students in the discipline of histology","authors":"Renata Souza e Silva,&nbsp;Gustavo da Cunha Lima Freire,&nbsp;Gilberto Santos Cerqueira","doi":"10.1002/ase.2433","DOIUrl":"10.1002/ase.2433","url":null,"abstract":"<p>Teaching human histology is part of understanding the tissues of the human body and, therefore, it is part of the training curriculum of all health courses. The increase in technologies and active teaching methodologies has a positive impact on student learning, as it reduces the challenges present in the subject. Therefore, this work aimed to compare the performance of students in the histology discipline, when compared to traditional teaching methodology and its association with game-based learning and a basic histology teaching platform. Three classes of the medical course were selected between the years 2022 and 2023, each of which was separated into a group. One group did not have access to any platform, being called the Traditional Group (TG), a group that used Kahoot!, being called the Kahoot Group (KG), and a group that used the teaching platform, being called the Histoatlas Group (HG). Both KG and HG groups showed greater effectiveness in learning and improved performance, when compared to TG. These improvements in KG and HG were also highlighted as learning aids and easy to use. KG students performed better in the practical test when comparing groups. However, this difference was not observed in the students’ averages. However, students pointed out the relevance of trying to improve the traditional teaching methodology. Therefore, this study points out that, even though the traditional teaching methodology is efficient in the student's teaching and learning process, there is a need on the part of students to make the subject more dynamic.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1229-1238"},"PeriodicalIF":5.2,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140911090","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":"Development, implementation, and perceptions of a 3D-printed human skull in a large dental gross anatomy course","authors":"J. Bradley Barger,&nbsp;Danielle N. Edwards","doi":"10.1002/ase.2434","DOIUrl":"10.1002/ase.2434","url":null,"abstract":"<p>Skull anatomy is a difficult region for anatomy students to learn and understand but is necessary for a variety of health professional students. To improve learning, a 3D-printed human skull was developed, produced, and distributed to a course of 83 dental students for use as a take-home study tool over the 10-week anatomy course. The 70% scale human skull derived from CT data had a fully articulating mandible, simulated temporomandibular joint, and accurate cranial structures. At the course end, students completed a perception survey and responses were compared with those who made a grade of A, B, or C in the course. Students overall reported using the model less than 3 h per week, but those who scored an A in the course reported using the model more frequently than those who scored a B or C. Free responses revealed that students used the model in a variety of ways, but found that the model was quick and easily accessible to check understanding while studying at home in the absence of direct observation by faculty. Overall, this study provides evidence on the feasibility of large-scale 3D printing and the benefits of the use of a 3D-printed model as a take-home study aid.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 6","pages":"1215-1228"},"PeriodicalIF":5.2,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140875341","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":"Ethical considerations on the international transfer of donated bodies and body parts","authors":"Jon Cornwall,&nbsp;Thomas H. Champney,&nbsp;Sabine Hildebrandt,&nbsp;Brandi Schmitt,&nbsp;Bruce Wainman,&nbsp;Andreas Winkelmann","doi":"10.1002/ase.2418","DOIUrl":"10.1002/ase.2418","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 4","pages":"909-911"},"PeriodicalIF":7.3,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140848755","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":"Anatomy's missing faces: An assessment of representation gaps in atlas and textbook imagery","authors":"Amy Beresheim,&nbsp;David Zepeda,&nbsp;Marissa Pharel,&nbsp;Tyler Soy,&nbsp;Adam B. Wilson,&nbsp;Christopher Ferrigno","doi":"10.1002/ase.2432","DOIUrl":"10.1002/ase.2432","url":null,"abstract":"<p>Previous research suggests that underrepresentation in medical curricula perpetuates inequities in healthcare. This study aimed to quantify the prevalence of human phenotypic diversity (e.g., skin tone, sex, body size, and age) across 11 commonly used anatomy atlases and textbooks in pre-clerkship medical education, published from 2015 to 2020. A systematic visual content analysis was conducted on 5001 images in which at least one phenotypic attribute was quantifiable. Anatomy images most prevalently portrayed light skin tones, males, persons with intermediate body sizes, and young to middle-aged adults. Of the 3883 images in which there was a codable skin tone, 81.2% (<i>n</i> = 3154) depicted light, 14.3% (<i>n</i> = 554) depicted intermediate, and 4.5% (<i>n</i> = 175) depicted dark skin tones. Of the 2384 images that could be categorized into a sex binary, 38.4% (<i>n</i> = 915) depicted females and 61.6% (<i>n</i> = 1469) depicted males. A male bias persisted across all whole-body and regional-body images, including those showing sex organs or those showing characteristics commonly associated with a specific sex (e.g. for males, facial hair and/or muscle hypertrophy). Within sex-specific contexts, darker skin was underrepresented, but male depictions displayed greater overall skin tone variation. Although most images could not be assigned to a body size or age category, when codable, these images overwhelmingly depicted adults (85.0%; 482 of 567) with smaller (34.7%; 93 of 268) or intermediate (64.6%; 173 of 268) body sizes. Ultimately, these outcomes provide reference metrics for monitoring ongoing and future efforts to address representation inequalities portrayed in anatomical imagery.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 5","pages":"1055-1070"},"PeriodicalIF":5.2,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140831791","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":"Comfort levels and experiences of middle school and high school age children in anatomical donor-based anatomy outreach sessions","authors":"Rijul Asri,&nbsp;Humberto Baquerizo,&nbsp;Mercedes Padilla-Register,&nbsp;Maria L. Soto-Greene,&nbsp;Jeremy J. Grachan","doi":"10.1002/ase.2430","DOIUrl":"10.1002/ase.2430","url":null,"abstract":"<p>Many health professions schools host anatomy outreach sessions for high school students that utilize anatomical donors. However, teaching with anatomical donors for younger learners is uncommon. This study aimed to assess the comfort levels and experiences of students who attended the anatomy sessions as part of summer programs at Rutgers New Jersey Medical School. Younger learners (students entering grades 7–10; <i>n</i> = 25) and older learners (students entering grades 11–12; <i>n</i> = 33) completed pre- and post-session surveys about their comfort using a 5-point Likert scale. Before the sessions, most students felt comfortable or very comfortable learning from isolated organs (<i>μ</i> = 2.7, <i>SD</i> = 1.3) or full-body donors (<i>μ</i> = 2.4, <i>SD</i> = 1.4), even though most have never been to an anatomical donor lab before. After the sessions, the comfort level significantly increased for both isolated organs (<i>μ</i> = 3.3, <i>SD</i> = 1.1; <i>p</i> = 0.02) and full-body donors (<i>μ</i> = 3.1, <i>SD</i> = 1.2; <i>p</i> = 0.004). For isolated organs, there was no significant difference in the comfort level between younger and older learners before (<i>p</i> = 0.50) or after (<i>p</i> = 0.56) the sessions. Similarly, for full-body donors, there was no significant difference in the comfort level between younger and older learners before (<i>p</i> = 0.95) or after (<i>p</i> = 0.75) the sessions. Most students expressed that the experience was unique and positive. In conclusion, most students entering grades 7–12 felt comfortable learning from isolated organs and full-body anatomical donors prior to the sessions and felt more comfortable after the sessions. With this, anatomy outreach programs that utilize anatomical donors could be expanded to include younger learners to provide more dynamic teaching experiences for students of various ages.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"17 5","pages":"1026-1037"},"PeriodicalIF":5.2,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2430","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140831795","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}