Anatomical Sciences Education最新文献_第8页

Integrating plastinate-derived three-dimensional scans into computer-based anatomy practical examinations. 将塑化衍生的三维扫描整合到基于计算机的解剖学实际检查中。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-25 DOI: 10.1002/ase.70331

Rosaysela Santos, Jordan Moberg Parker, Frank H Thai, William Y Woo, José Miguel Barral-Sánchez, Dolgor Baatar

{"title":"Integrating plastinate-derived three-dimensional scans into computer-based anatomy practical examinations.","authors":"Rosaysela Santos, Jordan Moberg Parker, Frank H Thai, William Y Woo, José Miguel Barral-Sánchez, Dolgor Baatar","doi":"10.1002/ase.70331","DOIUrl":"https://doi.org/10.1002/ase.70331","url":null,"abstract":"Anatomy instruction increasingly incorporates three-dimensional (3D) digital resources; however, the assessment of practical anatomy knowledge often relies on two-dimensional (2D) images. This misalignment may limit the authenticity of computer-based anatomy practical examinations (APEs). We implemented 3D scans of plastinated human specimens in APEs and examined student usage patterns and perceptions. High-resolution 3D scans of plastinated specimens were embedded into APE items. Fifteen anatomy practical questions were analyzed across three consecutive cohorts of first-year medical students. Usage analytics captured the frequency of 3D scan views during exams and were compared with item difficulty. Student perceptions of 2D and 3D resources were assessed via a post-exam questionnaire. Quantitative data were analyzed using nonparametric statistics, and qualitative responses were analyzed thematically. Students consistently accessed 3D scans during APEs, with significantly higher usage for more difficult exam items. A direct correlation was observed between item difficulty and 3D scan views (r2 = 0.43, p < 0.01). Usage varied by anatomical unit, with lower engagement for nervous system items relative to cardiovascular/pulmonary and musculoskeletal items. Students rated both 2D images and 3D scans as helpful, with a nonsignificant trend favoring 3D scans. Qualitative responses highlighted improved spatial orientation and contextualization with 3D scans, alongside concerns regarding load time and navigation, while 2D images were valued for efficiency. Plastinate-derived 3D scans serve a complementary role in computer-based anatomy practical assessment. Integrating optimized 3D resources may enhance the authenticity of APEs, particularly for spatially complex anatomy, while maintaining efficiency in high-stakes testing environments.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148811607","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

Pedagogical introductions to sex and gender diversity in anatomy: Exploring student perspectives. 解剖学中性别和性别多样性的教学介绍：探索学生的观点。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-25 DOI: 10.1002/ase.70330

Charlie W Brake, Charys M Martin

{"title":"Pedagogical introductions to sex and gender diversity in anatomy: Exploring student perspectives.","authors":"Charlie W Brake, Charys M Martin","doi":"10.1002/ase.70330","DOIUrl":"https://doi.org/10.1002/ase.70330","url":null,"abstract":"Anatomical education has historically relied on binary terminology, reinforcing the conflation of sex, gender, and gender identity through long-standing social and linguistic norms. To better include gender and sex diverse students and to respect the delineations between gender and sex, educators are incorporating diversity into their courses through educational primers; however, there is a lack of literature on the subject. Thus, this study explores learners' perceptions and attitudes about adding sex and gender diversity into anatomical education programs at a Canadian university. A total of 73 participants responded to a survey informed by grounded theory, and descriptive statistics are used for analysis. Nearly half of learners felt their overall educational experience was enhanced by the inclusion of sex and gender diversity content in their anatomy course and around half of learners felt more knowledgeable about inclusive language. Some learners were inspired to begin using inclusive language following their anatomy course. Overall, these findings suggest that integration of gender and sex diversity could be well-received and valued by anatomy students for humanistic skill development. Emerging themes requiring qualitative insights, including learners' definitions of \"inclusive language\" and the viability of peer-based learning, will be explored in future work.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148811625","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

Analysis of anatomy questions in China's National Medical Licensing Examination (2010-2023): Content distribution characteristics and cognitive level evolution trends. 2010-2023年全国医师执业资格考试解剖学试题分析：内容分布特征与认知水平演变趋势

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-25 DOI: 10.1002/ase.70338

Liyuan Wang, Yuan Yuan

{"title":"Analysis of anatomy questions in China's National Medical Licensing Examination (2010-2023): Content distribution characteristics and cognitive level evolution trends.","authors":"Liyuan Wang, Yuan Yuan","doi":"10.1002/ase.70338","DOIUrl":"https://doi.org/10.1002/ase.70338","url":null,"abstract":"This study examines the evolving distribution and emphasis of anatomy questions within China's National Medical Licensing Examination (NMLE) for Clinical Practitioners from 2010 to 2023, offering evidence-based insights to refine instructional approaches and enhance learning efficiency. A total of 374 anatomy-related questions were retrospectively analyzed and systematically classified across several dimensions: anatomical system, regional focus, thematic emphasis, and cognitive level based on Bloom's Taxonomy. The findings indicate a strong concentration on neuroanatomy and the musculoskeletal system, with the head and neck region and abdominal area representing the most emphasized anatomical regions. Thematically, items most frequently addressed structural characteristics, functional mechanisms, and clinical integration. A noticeable shift in cognitive emphasis has occurred over time, with a decline in questions assessing lower-order reasoning and a marked increase in those demanding application and analytical skills. These trends reflect a deliberate alignment of the national examination with contemporary educational priorities, highlighting the growing emphasis on integrative clinical anatomy and higher-order cognitive competencies. The outcomes support ongoing curricular modernization and the adoption of competency-based educational strategies in anatomy training. As a representative case of competency-based transformation in medical licensing assessment in a large developing country, this study also provides valuable insights for anatomy education and examination design worldwide.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148811642","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 survey investigation of the imaging practices of human body donors in gross anatomy laboratories. 大体解剖实验室人体供体成像实践的调查研究。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-20 DOI: 10.1002/ase.70339

Danielle N Edwards, Rhiannon E Robinson, Bobbie J Leeper, Kelsey E Stevens, Jeremy J Grachan

{"title":"A survey investigation of the imaging practices of human body donors in gross anatomy laboratories.","authors":"Danielle N Edwards, Rhiannon E Robinson, Bobbie J Leeper, Kelsey E Stevens, Jeremy J Grachan","doi":"10.1002/ase.70339","DOIUrl":"https://doi.org/10.1002/ase.70339","url":null,"abstract":"The imaging of human body donors, as photographs and videos, is increasing in need as digital access of educational materials increases. In the past several years, several professional societies have published guidelines and recommendations for imaging human body donors for all who work with human body donors. However, the implementation of policies, the storage of images, and the compliance with these policies are largely unknown. The Human Anatomy and Physiology Society Anatomical Donor Stewardship Committee distributed a survey to determine the policies for imaging human body donors to institutions that use human body donors through professional anatomy organization listservs. A total of 74 (n = 74) responses were returned. The most common policy was to request permission before any imaging of human donors. Imaging policies were influenced by the amount of donors, where the donors were obtained (internal programs, external programs, or mixed), but not by the type of institution or the use of the donors (dissection, prosection, etc.). Of those who took images, photographs were more common over videos for both educational and research use. However, those who took videos for education mainly reported policies prohibiting imaging. When storing images, more restrictive imaging policies were more likely to report secure storage of digital donor materials. This study shows that each institution still has a variety of policies for imaging of human donors, and not all follow the published guidelines. Overall, the landscape of current policies demonstrates a strong need to standardize policies for imaging of donors.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148786093","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 man of his time: Joseph Leidy, racial science, and American anatomy. 他的时代之人：约瑟夫·莱迪、种族科学和美国解剖学。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-20 DOI: 10.1002/ase.70334

Christopher D E Willoughby

{"title":"A man of his time: Joseph Leidy, racial science, and American anatomy.","authors":"Christopher D E Willoughby","doi":"10.1002/ase.70334","DOIUrl":"https://doi.org/10.1002/ase.70334","url":null,"abstract":"Professor Joseph Leidy M.D. was arguably the most influential anatomist in the nineteenth-century United States, having written over 500 publications and serving as the first President of the Association of American Anatomists. While many of Leidy's diverse contributions to American science and medicine are well-known, scholars have said much less about the way that he supported racial science and its influence over anatomy curriculum. This article fills this gap, explaining how Leidy's immense reputation among his contemporaries and influence over his students helped legitimize racial thinking among anatomists. In order to make this case, the article rests on an evaluation of Leidy's correspondence, lecture notes, academic writing, textbooks, and the work of his students, establishing how Leidy supported the institutionalization of racial thinking. Critically, Leidy was not a trailblazer. Instead, he was deeply shaped by the political and scientific preoccupations of his time. Specifically, he was influenced by a political culture defined by the regional fracture over slavery leading to the US Civil War (1861-1865). Perhaps more important, the intellectual culture of the University of Pennsylvania's Medical Department, where he was educated and spent his entire teaching career, was the central node of both American medicine and the rise of racial science. Thus, this study analyzes how Leidy was shaped by this culture, the details of his scholarly development, and how he came to contribute to systemic and institutionalized racism in US anatomy and medicine still felt today.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148786058","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

Integrating collaborative virtual reality into medical neuroanatomy selectively enhances short-term spatial understanding of brain structure. 将协同虚拟现实集成到医学神经解剖学中，选择性地增强了对大脑结构的短期空间理解。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-20 DOI: 10.1002/ase.70341

Michal Bernstein-Eliav, Tamar Ben-David, Maya Schmeidler, Niv Tik, Alla Bronshtein, Ido Tavor

{"title":"Integrating collaborative virtual reality into medical neuroanatomy selectively enhances short-term spatial understanding of brain structure.","authors":"Michal Bernstein-Eliav, Tamar Ben-David, Maya Schmeidler, Niv Tik, Alla Bronshtein, Ido Tavor","doi":"10.1002/ase.70341","DOIUrl":"https://doi.org/10.1002/ase.70341","url":null,"abstract":"Learning neuroanatomy presents a major challenge for medical students due to the brain's high spatial complexity and the limitations of traditional two-dimensional instruction methods. Virtual reality (VR) provides immersive three-dimensional visualization which may enhance spatial understanding, yet its effectiveness when implemented collaboratively (i.e., in groups) within a formal medical curriculum remains insufficiently explored. Here, we evaluate the educational value of integrating a mandatory, group-based VR laboratory using photogrammetry-derived brain models into a medical neuroanatomy course. One hundred and eighty-three medical students completed either a standard neuroanatomy course (n = 98; control group), or the same course with the addition of a 1-h collaborative VR session focusing on the cerebral hemispheres (n = 85, VR group). Neuroanatomy knowledge was assessed immediately after course completion and again 6 months later, using exams that included both theoretical and spatially demanding questions across three anatomical topics. Learning experience and self-study behavior were also evaluated. Immediately after course completion, the VR group demonstrated significantly improved performance on spatially demanding questions related to hemispheric topography, the topic studied in VR. At 6-month follow-up, overall performance declined similarly across groups, with no evidence of enhanced long-term retention. These findings demonstrate that a curricular implementation of a relatively modest collaborative VR intervention (a single 1-h session) is associated with selective short-term performance gains in spatial understanding of human brain structure.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148786084","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

Formative assessment benefits summative assessment performance in neuroanatomy regardless of prior academic performance: A retrospective study. 一项回顾性研究表明，形成性评估有利于神经解剖学的总结性评估表现，而与先前的学业表现无关。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-20 DOI: 10.1002/ase.70332

Laura E Thorp, Geoff Thames

{"title":"Formative assessment benefits summative assessment performance in neuroanatomy regardless of prior academic performance: A retrospective study.","authors":"Laura E Thorp, Geoff Thames","doi":"10.1002/ase.70332","DOIUrl":"https://doi.org/10.1002/ase.70332","url":null,"abstract":"Through retrospective analysis, the relationship between formative assessment (FA) and summative assessment (SA) scores in neuroanatomy for doctor of physical therapy (DPT) students (n = 121) was investigated. The study examined if previous academic difficulty impacted the relationship between FA and SA by grouping students with no history of academic challenges into Group 1 (n = 80) and students who experienced previous academic difficulty in coursework into Group 2 (n = 41). The distinction for academic difficulty was defined by programmatic guidelines. Eleven multiple-choice FAs were administered to support preparation for three separate unit SAs. A 1 × 2 multivariate analysis of covariance (MANCOVA) explored the relationship among student groups, FAs, and SAs for Units 2 and 3. Significant relationships were observed between both FA covariates and related SA scores for students in both groups. No significant interaction of student grouping on the relationship between FA and SA scores was observed, thus no differentiated impact of FA scores on SA outcomes between the groups existed. On average, a one-point increase on FA scores was associated with a 2.41-point increase on SA scores in Unit 2 and a one-point increase on FA scores was associated with a 2.54-point increase on SA scores in Unit 3. The study showed FA can benefit all students, positively impacting SA scores regardless of whether students have experienced prior academic challenges. Thus, FA is a valuable instructional tool that can be applied broadly and benefit SA performance for students who experience academic difficulty and those who do not.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148786067","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

Generative AI and the erosion of human dignity. 生成式人工智能和人类尊严的侵蚀。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-16 DOI: 10.1002/ase.70336

Joyce El-Haddad

引用次数: 0

Re-humanizing anatomy? Learning through human body donors in physiotherapy education. Re-humanizing解剖学?学习通过人体捐献者进行物理治疗教育。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-13 DOI: 10.1002/ase.70322

Robert Parish, Chris Carter, John Stephens, Debs Patten

{"title":"Re-humanizing anatomy? Learning through human body donors in physiotherapy education.","authors":"Robert Parish, Chris Carter, John Stephens, Debs Patten","doi":"10.1002/ase.70322","DOIUrl":"10.1002/ase.70322","url":null,"abstract":"Anatomical knowledge underpins clinical skills and professional identity in physiotherapy. However, dedicated teaching has declined in recent years. Body donor-based learning, though common in medical education, is rarely used in physiotherapy. Its integration may enhance learning through embodied, haptic experiences, and greater physical and emotional engagement with anatomical structures. A qualitative methodology grounded in phenomenology and hermeneutics was employed, using Interpretative Phenomenological Analysis (IPA) to explore how final-year BSc (Hons) Physiotherapy students made sense of their experiences of learning anatomy through haptic interaction with body donors facilitated by a supersoft-fix preservation technique. This study provides a novel perspective of the impact of learning anatomy through body donors and prosections for physiotherapy students. While learning anatomy with body donors affords students deep and embodied haptic learning opportunities, there are emotional aspects, which physiotherapy educators must consider. These emotional aspects can influence how students perceive the humanity or non-humanity of body donors. Soft-fixation embalming techniques permit students to mobilize joints and observe dynamic functional movement, which enhances students' anatomical understanding. However, educators must consider the variable and complex nature of how physiotherapy students view and interact with body donors and the potential influence on these experiences toward developing their professional identity. Re-humanizing anatomy is a dynamic learning process where students describe moving within a \"Body Donor Learning Continuum\" (BDLC) where, over time and through reflection, they experience a spectrum of negative to positive emotions and reactions.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148719492","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

Designing and evaluating a neuroanatomy learning experience using multiple external representations. 使用多个外部表征设计和评估神经解剖学学习体验。

IF 5.1 2区教育学

Anatomical Sciences Education Pub Date : 2026-08-13 DOI: 10.1002/ase.70329

Valeria Vendries, Ji Shen

{"title":"Designing and evaluating a neuroanatomy learning experience using multiple external representations.","authors":"Valeria Vendries, Ji Shen","doi":"10.1002/ase.70329","DOIUrl":"10.1002/ase.70329","url":null,"abstract":"Neuroanatomy is challenging, requiring multiple external representations (MER) for comprehension. While studies have examined individual representations of neuroanatomy, a gap remains in understanding how students link across MER, especially between technology-generated representations with everyday experiences. We describe a pilot intervention exploring college students' interactions with MER within a brain anatomy unit, focusing on coordination across representations to support conceptual understanding. The unit featured an apple-slicing task as a proxy for sectional anatomy and used 3D Slicer software to explore 2D MRI slices alongside 3D reconstructed brain structures. It was piloted with five physical therapy students enrolled in a Neurosciences course in the southeastern U.S. Data collection included pre/post-tests, audio-video recordings of the implementation, and semi-structured interviews. Thematic analysis, supplemented by video recordings, was conducted to identify instances of representational interlocking and conceptual development. Patterns observed across the pre/post-test responses and qualitative data provided insight into areas of conceptual development while also highlighting areas of uncertainty. Emergent themes indicated that everyday representations (e.g., apple-slicing) functioned as conceptual scaffolds for clarifying terminology and initial sensemaking. Coordination across 2D and 3D representations supported a shift from basic identification toward deeper conceptual understanding. The findings also highlighted the role of instructional guidance in supporting students' navigation across representations. These findings align with prior research on the pedagogical functions of MERs, emphasizing their role in complementing information, constraining interpretations, promoting deeper understanding, and revealing knowledge gaps. They support the value of MER in neuroanatomy education and the need for scaffolding to support representational linking.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148719738","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