Anatomical Sciences Education最新文献

{"title":"Application of 3D-Slicer combined with 3D printing technology in training neurosurgery resident physicians' imaging spatial cognition and clinical reasoning: A self-controlled before- and after-study.","authors":"Li Xueyu, Fan Yuanxian, Chen Jiaxing, Li Chuanyu, Chen Yuanbiao, Huang Haineng, Huang Huadong, Luo Kunxiang, Wei Shiyin, Tan Rong","doi":"10.1002/ase.70321","DOIUrl":"10.1002/ase.70321","url":null,"abstract":"<p><p>Neurosurgical residency training requires advanced spatial cognition and 3D anatomical understanding, which traditional methods often fail to adequately develop. This study evaluated a novel educational model integrating 3D Slicer and 3D printing technology to enhance imaging spatial cognition and clinical reasoning among neurosurgery residents. In a self-controlled before- and after-trial, 25 neurosurgery residents completed a 12-week training program involving 3D Slicer reconstruction and 3D printing of clinical cases. Core competencies were assessed at baseline (T0) and post-intervention (T1) through theoretical tests, spatial anatomical recognition tasks, and clinical case analysis. Subjective feedback was collected via a structured survey. Participants showed significant improvements in all assessment domains (p < 0.001). Spatial anatomical recognition scores increased by 16.96 points (from 67.12 to 84.08), clinical case analysis by 13.10 points (from 69.94 to 83.04), and theoretical knowledge by 12.32 points (from 72.32 to 84.64). Subjective evaluations indicated that 100% of residents reported moderate or significant improvement in 3D anatomical comprehension, spatial visualization, preoperative planning confidence, and proactive problem-solving. The integrated 3D Slicer and 3D printing training model effectively enhances spatial cognition, clinical reasoning, and active learning in neurosurgical education. It offers a scalable, clinically relevant approach to bridging the gap between 2D imaging interpretation and 3D surgical planning, supporting the transition from training to independent practice.</p>","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":"148719629","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 dead still teach the living: Body donor dissection in the digital age of anatomy education.","authors":"Uğur Baran Kasırga","doi":"10.1002/ase.70315","DOIUrl":"https://doi.org/10.1002/ase.70315","url":null,"abstract":"<p><p>Donor-based dissection has become increasingly contested in modern medical curricula as digital anatomy platforms, simulation technologies, virtual dissection tables, three-dimensional reconstructions, and artificial intelligence-supported learning have expanded. Reduced curricular time and logistical constraints have encouraged some institutions to reduce or replace dissection-based anatomy teaching. This shift raises a central educational question: What does dissection contribute to anatomy learning that cannot be reproduced by other methods? This article examines donor-based dissection from an anatomy-education perspective. It argues that its value should not rest on tradition, nor be judged solely by examination performance. Its educational significance lies in the multiple dimensions of learning it uniquely supports: three-dimensional spatial reasoning, recognition of anatomical variation, tactile and manual understanding of tissue planes, regional and topographical orientation, integration of structure with clinical relevance, and the development of professional identity and donor respect. Digital anatomy and artificial intelligence can enrich anatomy teaching by improving visualization, accessibility, and repetition. However, these tools present anatomy in a standardized, cleaned, and immediately visible form. Donor-based dissection exposes students to the body as layered, variable, and sometimes ambiguous-an encounter that cannot be fully replicated digitally. A six-phase hybrid model grounded in experiential learning theory is proposed: digital pre-laboratory orientation, donor-based or prosection-based exploration, imaging correlation, clinical case reasoning, guided professional reflection, and post-laboratory digital consolidation. In this framework, digital tools prepare and reinforce learning while dissection remains the central embodied experience. Donor-based dissection therefore remains indispensable as a carefully structured component of an integrated anatomy curriculum.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148704814","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":"Assessing the effects of 3D videos and structured peer discussions on anatomy learning: A four-arm randomized controlled trial","authors":"Dana Al-Masalma,&nbsp;Ahmad Al-Bitar,&nbsp;Layla Mousa,&nbsp;Fatima Elmi,&nbsp;Bayan Alsaid","doi":"10.1002/ase.70249","DOIUrl":"10.1002/ase.70249","url":null,"abstract":"<p>Anatomy is fundamental to safe clinical practice, yet conventional teaching methods may no longer meet learners' needs and often rely on passive learning techniques that are increasingly misaligned with modern learning approaches and fail to provide sufficient spatial clarity. This study tested whether combining 3D visualizations with structured peer discussions produces greater learning gains than either approach alone or lecture-based instruction. First-year students enrolled in the Preparatory Year for Medical College at Damascus University (<i>N</i> = 380; <i>n</i> = 95 per group) were allocated to four different pedagogical configurations: control (standard lecture), standard plus 3D video, standard plus structured peer discussion, and combined (Standard + 3D Video + Discussion). Knowledge was measured using an assessment focused on factual recall and spatial relationships. Group means and subset scores were compared using One-way Analysis of Covariance (ANCOVA) and Linear Mixed-Effects Models (LMM). All supplemental interventions outperformed the control alone. All four teaching methods led to statistically significant gains in knowledge from pre-test to post-test (<i>p</i> &lt; 0.001). The combined intervention (Standard + 3D + Discussion) produced the highest pre- to posttest improvement, representing a 115% gain in raw scores (mean gain = 3.00 ± 0.44, Cohen's <i>d</i> = 6.86), followed by Standard + Discussion (2.10 ± 0.40, <i>d</i> = 5.20), Standard + 3D video (2.10 ± 0.42, <i>d</i> = 4.94), and Standard methods alone (1.50 ± 0.38, <i>d</i> = 3.92). These findings suggest that integrating visual and verbal strategies creates a synergistic effect that significantly enhances anatomical learning. The combined intervention produced the largest advantage on spatial-relationship items, statistically higher than both the 3D-only and discussion-only groups. Pairing 3D visualization with structured peer discussion yields synergistic benefits for anatomy learning, producing larger educational gains than either method alone. Prioritizing blended strategies that couple accessible visual tools with active, social learning offers a practical solution to strengthen foundational medical education.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1258-1268"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147809002","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":"Norman Creel, Sophie Ehrhardt, and the legacy of anthropology during the Nazi period","authors":"Alaric DeArment","doi":"10.1002/ase.70253","DOIUrl":"10.1002/ase.70253","url":null,"abstract":"<p>Since 1989, the Department of Anatomical Sciences at the State University of New York at Stony Brook has given out the Norman Creel Prize For Outstanding Student Research in Anatomical Sciences, named for a late professor in the department whose 1990 obituary hailed him as “one of the major ambassadors linking Europe and the United States.” However, documents obtained from German archives show that while working in Germany the 1960s and 1970s, Norman Creel collaborated in research with Sophie Ehrhardt, a German anthropologist who contributed to the Nazi genocide of the Romani people. Their work used data derived from coercive Nazi research on Romani populations, yielding a 1977 abstract publication in connection with a US anthropological conference. The discovery of these documents provides an example of the postwar use of data from research conducted on human beings during the Nazi period and shows how the long shadow of Nazi science reaches across the Atlantic Ocean to the United States, including in the field of anatomical sciences. Creel's work with an unrepentant former Nazi race scientist like Ehrhardt, the unethical nature of that work and the indignity that it inflicted on victims, survivors, and their families raise serious concerns about an academic award being named in his honor.</p><p>\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure>\u0000 </p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1350-1359"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148147566","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":"High resolution images and 3D models of the root canal anatomy enhance reflective reasoning in dental students. A qualitative and quantitative assessment","authors":"Ana Bucchi PhD,&nbsp;Natalia Soto-Faúndez M.Sc,&nbsp;Cristina Bucchi PhD","doi":"10.1002/ase.70275","DOIUrl":"10.1002/ase.70275","url":null,"abstract":"<p>To evaluate the educational value of high-resolution micro-CT images and 3D models of maxillary premolars in enhancing dental students' understanding of root canal complexity and reflective reasoning. Eighteen extracted adult maxillary premolars were scanned using a micro-CT system (SkyScan 1273, Bruker, Belgium) to create high-resolution images and 3D models compiled into a digital atlas. A mixed-methods design was implemented. In the quantitative phase, 94 dental students reviewed the materials and completed a seven-item questionnaire on a 10-point Likert scale assessing perceived usefulness, motivation, and learning contribution. In the qualitative phase, 15 students participated in focus groups guided by the See/Think/Wonder routine. They analyzed periapical radiographs followed by the micro-CT images and 3D models and produced hand-drawn representations of premolars before and after the intervention. Quantitative data were analyzed using descriptive statistics and nonparametric paired tests, while qualitative data were coded and examined with Atlas.ti. Students reported high agreement across items (median scores 9–10), indicating that the digital materials better illustrate root channels, were intuitive, helped them understand better, should complement their studies, motivated them to learn, and contributed to their learning and treatments. Post-intervention drawings demonstrated significantly greater anatomical detail, including accessory canals and apical deltas. Qualitative findings revealed more complex, clinically oriented reasoning, though some students expressed uncertainty or anxiety upon recognizing anatomical variability. High-resolution micro-CT images and 3D models enhance comprehension of root canal complexity and foster reflective reasoning, although increased awareness of anatomical variability may generate anxiety in some learners.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1217-1226"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148222210","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":"Realism redefined: Is realism in virtual 3D visualizations overrated in anatomy learning?","authors":"Vicky Vandenbossche,&nbsp;Martin Valcke,&nbsp;Marjan Maldoy,&nbsp;Leen Uyttebroek,&nbsp;Wouter Willaert,&nbsp;Emmanuel Audenaert","doi":"10.1002/ase.70244","DOIUrl":"10.1002/ase.70244","url":null,"abstract":"<p>Digital media have reshaped anatomy education through the integration of virtual three-dimensional models. Techniques such as surface scanning, enable the development of highly photorealistic anatomical models; however, evidence regarding whether increased realism enhances learning outcomes remains mixed. Progress in this research area is further impeded by inconsistent conceptualizations of “realism.” The present study examined the effects of geometric detail and shading in virtual pelvic models on anatomy knowledge, cognitive load, and motivation. Participants were randomly allocated to one of two learning conditions: (i) models with detailed geometry and texture shading (DGTS) or (ii) models with simplified geometry and simplified shading (SGSS). Baseline assessments included prior anatomical knowledge, spatial ability, and autonomous motivation. Learning outcomes were evaluated using cadaveric pelvic bones and prosections, assessing multiple cognitive levels as defined by the Blooming Anatomy Tool. Cognitive load was measured using the Paas scale, while autonomous motivation was assessed with the Academic Motivation Scale (Vallerand). No significant differences in anatomy knowledge acquisition were observed between the two conditions. However, spatial ability significantly interacted with posttest performance (<i>r</i> = 0.26, <i>p</i> &lt; 0.01), with a stronger relationship in the DGTS condition (<i>r</i> = 0.29, <i>p</i> &lt; 0.05), suggesting a trend toward greater dependency on spatial ability when learning with the detailed model. However, this difference between groups did not reach statistical significance. No group differences emerged for cognitive load or motivation. These findings indicate that increased realism alone does not guarantee improved educational effectiveness and highlight the importance of considering individual cognitive differences in instructional design.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1227-1237"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925011","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":"Online anatomical images are an effective resource to improve knowledge acquisition and practical exam performance in gross anatomy","authors":"Amparo Gimeno,&nbsp;Pilar Alberola-Zorrilla,&nbsp;Arantxa Blasco-Serra,&nbsp;Daniel Sánchez-Zuriaga,&nbsp;Rosa Zaragozá","doi":"10.1002/ase.70254","DOIUrl":"10.1002/ase.70254","url":null,"abstract":"<p>Anatomical knowledge is fundamental to the training of students enrolled in health sciences degree programs. Although the use of images is common in anatomy teaching, it remains unclear whether progressive autonomous exposure to cadaveric images improves student performance in assessments based on cadaveric material. The aim of this study was to evaluate the effectiveness of high-quality cadaveric images for teaching visceral anatomy to first-year medical students at the University of Valencia, focusing on their impact on cadaver-based practical performance. High-quality images of dissections from the head, neck, and thoracic regions were obtained and made available to students for self-directed study and self-assessment in preparation for the practical examination in the dissection room. A cross-sectional comparative study was conducted in which two theoretical groups of students had access to the images (<i>n</i> = 180), while two additional groups served as controls (<i>n</i> = 182). A second analysis was also performed within the intervention groups using online quizzes to evaluate knowledge acquisition, together with a survey assessing student satisfaction with the learning materials. Results showed a significant improvement in online quizzes and practical exam questions with images' aid, indicating enhanced knowledge acquisition. Furthermore, students with access to the images achieved significantly higher scores in the practical examination than those in the control groups. These findings suggest that structured digital resources that support independent learning can improve knowledge acquisition and performance in cadaver-based assessments. Such resources may be particularly valuable in contexts where access to cadaveric material or teaching time is limited.</p><p>\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure>\u0000 </p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1269-1278"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440707/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925008","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":"Is artificial intelligence getting better at anatomy? A two-year review of ChatGPT's free public versions","authors":"Bahattin Paslı,&nbsp;Ceren Günenç Beşer","doi":"10.1002/ase.70255","DOIUrl":"10.1002/ase.70255","url":null,"abstract":"<p>Artificial intelligence and large language models have significantly influenced medical education by enhancing learning experiences. While previous studies have assessed ChatGPT's performance on anatomy-related questions, a notable gap remains in understanding its accuracy over time. This longitudinal study evaluated the progression of ChatGPT's accuracy using 120 five-option multiple-choice questions covering anatomical systems, written by anatomy faculty members. Incorrect responses were categorized as informational, logical, or combined errors, while correct responses were genuine or guessed (selecting the correct option despite providing incorrect explanatory content). Performance was further evaluated in relation to the characteristics of questions and their cognitive levels according to Bloom's Taxonomy. Following a deliberate interval of approximately 2 years, the same set was administered to ChatGPT-3.5, ChatGPT-4o, and ChatGPT-5 without providing feedback. Temporal differences in accuracy and reasoning were analyzed using Cochran's <i>Q</i> test. Correct-response rates increased significantly across versions, from 45.8% (ChatGPT-3.5) to 73.3% (ChatGPT-4o) and 86.7% (ChatGPT-5) (<i>Q</i> = 55.433, <i>p</i> &lt; 0.001), accompanied by reductions in combined errors and guessed correct. Informational errors remained predominant, accounting for 47/65 (72.3%), 26/32 (81.25%), and 12/16 (75.0%) of incorrect responses in ChatGPT-3.5, ChatGPT-4o, and ChatGPT-5, respectively. Performance improved significantly across successive versions at both lower and higher cognitive levels (<i>Q</i> = 40.478, <i>p</i> &lt; 0.001; <i>Q</i> = 16.095, <i>p</i> &lt; 0.001, respectively). The 2-year evolution of ChatGPT's anatomical knowledge highlights its potential as a supplementary resource for anatomy education and individualized learning. This study provides modest evidence of progressive improvements in anatomical accuracy and reasoning across successive model versions, suggesting that continued refinement may further enhance reliability.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1279-1287"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440689/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925002","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":"Toward comprehensive benchmarking of large language models in medical embryology: A framework for educational integration","authors":"S. S. S. N. Rajasekhar,&nbsp;V. Dinesh Kumar","doi":"10.1002/ase.70247","DOIUrl":"10.1002/ase.70247","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1367-1372"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147721178","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":"Beyond the grave: Do the dead have rights?","authors":"Beverley Kramer,&nbsp;Bernard Moxham","doi":"10.1002/ase.70259","DOIUrl":"10.1002/ase.70259","url":null,"abstract":"<p>Anatomists who work with the Dead often see themselves as custodians of the Dead. To those who opine that the Dead no longer have Rights (legal or moral) or privileges and have nothing more to contribute to the development of Society or to human endeavor, the Dead's custodians might respond that there is ample evidence that some Rights and privileges are accorded to the Dead. In this Viewpoint article, we outline where such Rights and privileges exist, providing a context as to how anatomists should uphold these for the betterment of our discipline.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 8","pages":"1360-1366"},"PeriodicalIF":5.1,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13440740/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147925037","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}