Anatomical Sciences Education最新文献_第9页

Incorporating competency-based medical education in the gross anatomy lab context. A mixed-methods study of first-year medical students' communication competency development over the gross anatomy course 将以能力为基础的医学教育纳入大体解剖实验室环境。一年级医学生在大体解剖学课程中沟通能力发展的混合方法研究。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-07 DOI: 10.1002/ase.70061

Emily M. Porta-Miller, Jennifer K. Brueckner-Collins

{"title":"Incorporating competency-based medical education in the gross anatomy lab context. A mixed-methods study of first-year medical students' communication competency development over the gross anatomy course","authors":"Emily M. Porta-Miller, Jennifer K. Brueckner-Collins","doi":"10.1002/ase.70061","DOIUrl":"10.1002/ase.70061","url":null,"abstract":"While adoption of competency-based medical education for clinical training is well documented, it is less common in preclinical medical education. The gross anatomy laboratory is an opportune venue to implement competency assessment during preclinical training. This mixed-methods study determined how first-year medical student assessments of communication skills in the gross anatomy lab change over time and analyzed student reflections to contextualize the experiences they had developing the Communication competency. First-year medical students at the University of Louisville completed self- and peer-assessments using the Communication Assessment Tool (CAT) at the beginning and end of their gross anatomy course (n = 83). The students also completed three competency development portfolio (CDP) entries throughout the course (n = 83). Qualitative thematic analysis with grounded theory was used to analyze comments related to communication in the CDP reflections during the course. There was a significant increase in CAT-peer-assessment scores from Time 1 (M = 4.70, SD = 0.331) to Time 2 (M = 4.87, SD = 0.264), p < 0.001. There was also a significant increase in CAT-self-assessment scores from Time 1 (M = 4.50, SD = 0.472) to Time 2 (M = 4.77, SD = 0.386), p < 0.001. Thematic analysis of CDPs revealed that students developed skills in imparting information, gathering information, and team communication skills throughout the gross anatomy course. First-year medical students reflected upon and demonstrated self- and peer-perceived growth in the Communication competency in the gross anatomy lab context.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"670-683"},"PeriodicalIF":4.7,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144245425","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

Described neural connections enhance classroom learning of neuroanatomy 描述的神经连接增强了课堂上神经解剖学的学习。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-07 DOI: 10.1002/ase.70051

Nicholas C. Hindy, Anthony J. Bishara, John R. Pani

{"title":"Described neural connections enhance classroom learning of neuroanatomy","authors":"Nicholas C. Hindy, Anthony J. Bishara, John R. Pani","doi":"10.1002/ase.70051","DOIUrl":"10.1002/ase.70051","url":null,"abstract":"Advances in brain imaging have led to a paradigm shift in neuroscience research, moving from focusing on individual brain structures to investigating neural networks and connections. However, neuroanatomy education still tends to concentrate on discrete brain regions. Two separate experiments in undergraduate neuroscience courses investigated whether incorporating neural connectivity into neuroanatomy education would enhance learning. Students in each experiment learned to identify brain structures through computer-based training sessions that provided text-based narrative feedback about neural connections, followed by final memory tests after a 1-month delay. The first experiment included 30 students and demonstrated a long-term memory benefit associated with described neural connections, showing a medium effect size (p = 0.01, d = 0.54) comparable to the established retrieval practice effect for enhancing long-term memory (p = 0.03, d = 0.47). The second experiment replicated the benefits of described neural connections with a small effect size (p = 0.005, d = 0.28) in a larger sample of 122 students across classrooms at two universities. Furthermore, students remembered the functional outcomes of neural connections from training (p < 0.001, d = 0.46), and this generalized to clinical applications (p = 0.009, d = 0.27). In contrast, categorizing brain areas without describing neural connections (as is commonly done in introductory neuroscience textbook chapters) did not benefit either memory or generalization. Findings demonstrate that leveraging the connectivity paradigm shift in neuroscience research can enhance neuroanatomy education. Emphasizing neural connections and their functional outcomes helps simplify neuroanatomy and improve understanding and retention.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"642-656"},"PeriodicalIF":4.7,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144245424","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

A comprehensive guide to high-fidelity 3D neuroanatomical modeling techniques: A quantitative comparison between photogrammetry and structured light scanning 高保真三维神经解剖建模技术的综合指南：摄影测量和结构光扫描之间的定量比较。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-05 DOI: 10.1002/ase.70062

Megan M. J. Bauman, Amedeo Piazza, Fabio Torregrossa, Charles Wes Price, Jonathan M. Morris, Luciano C. P. C. Leonel, Maria Peris-Celda

{"title":"A comprehensive guide to high-fidelity 3D neuroanatomical modeling techniques: A quantitative comparison between photogrammetry and structured light scanning","authors":"Megan M. J. Bauman, Amedeo Piazza, Fabio Torregrossa, Charles Wes Price, Jonathan M. Morris, Luciano C. P. C. Leonel, Maria Peris-Celda","doi":"10.1002/ase.70062","DOIUrl":"10.1002/ase.70062","url":null,"abstract":"Cadaveric dissections, which are considered the most realistic model to study neuroanatomy, are expensive and not readily available in all centers. Given the surge of technological advances, incorporation of three-dimensional (3D) scanning technologies and 3D models has gained popularity, both in the educational and clinical settings. We present our institutional experience in creating high-fidelity neuroanatomical 3D models using three 3D scanning techniques: structured light 3D scanning, “manual” photogrammetry with a single DSLR camera, and “automatic” photogrammetry using a scanner equipped with five vertically arranged DSLR cameras and an automatic turntable within a square box. A survey study was conducted with 20 neurosurgical residents to assess the quality of the three resulting 3D models. In the study, “manual” photogrammetry was determined to be the most cost-effective technique, while “automatic” photogrammetry was the most time-effective and user-friendly technique. The best visual quality was obtained using “manual” photogrammetry, as determined from survey results of 20 neurosurgical residents. While structured light 3D scanning had the lowest quality of resolution of the texture map, this technique was the most accurate to use for determining measurements, with a fixed accuracy of 0.05 mm. Overall, “manual” photogrammetry can allow for the most detailed 3D models and is the most cost-effective strategy, while structured light 3D scanning is most suitable for obtaining clinically relevant measurements given the high degree of structural accuracy. Alternatively, “automatic” photogrammetry can serve as a hybrid between obtaining relatively high-quality models in a time-effective and user-friendly manner.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"18 7","pages":"697-708"},"PeriodicalIF":4.7,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223808","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

"We might be put into situations we are uncomfortable with, but not exactly told how to deal with them": Health professional students' experiences questioning low-value care practices during work-integrated learning. “我们可能会被置于我们不舒服的情况下，但并不确切地告诉我们如何处理它们”：健康专业学生在工作整合学习期间质疑低价值护理实践的经历。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-05 DOI: 10.1002/ase.70054

Melanie K Farlie, Jessica Coventry, Jonathan Foo, Samantha Sevenhuysen, Brendan Shannon, Cylie M Williams, Stephen Maloney, Kristie Matthews

{"title":"\"We might be put into situations we are uncomfortable with, but not exactly told how to deal with them\": Health professional students' experiences questioning low-value care practices during work-integrated learning.","authors":"Melanie K Farlie, Jessica Coventry, Jonathan Foo, Samantha Sevenhuysen, Brendan Shannon, Cylie M Williams, Stephen Maloney, Kristie Matthews","doi":"10.1002/ase.70054","DOIUrl":"https://doi.org/10.1002/ase.70054","url":null,"abstract":"Health professions students often observe and practice alongside supervising health professionals during work-integrated learning (WIL) to develop essential capabilities. While students may encounter practices they interpret as low-value care during WIL, many hesitate to question or challenge these practices. This study aimed to (1) explore students' perceptions of low-value care and their experiences discussing it during WIL and (2) identify training priorities for education programs to support students and educators in navigating these conversations. A descriptive qualitative study was conducted with health professions students who had completed at least one clinical placement and participated in online interviews. A team-based framework approach was used to identify themes from the data. Thirty-six students from 10 health professions (average age 26 years) were interviewed. Three themes were identified: (1) student conceptualizations of low-value care are multi-faceted, (2) students need safety to initiate conversations about perceived low-value care on clinical placement, and (3) students seek practical training and clear guidance to handle complex conversations during placement. This study highlights the nuanced ways students perceive low-value care, encompassing respect, compassion, and trust, in addition to clinical guidelines. It underscores the importance of pre-placement training and the need to co-design education programs involving students, educators, and healthcare consumers to improve communication skills around low-value care. These findings offer actionable insights for developing supportive teaching and learning interventions.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144232778","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

There is a method to the madness, and a madness to the method: A beginner's guide to qualitative research. 有一种疯狂的方法，也有一种疯狂的方法：定性研究的初学者指南。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-05 DOI: 10.1002/ase.70055

Angelique N Dueñas, Michelle D Lazarus, Jessica N Byram

{"title":"There is a method to the madness, and a madness to the method: A beginner's guide to qualitative research.","authors":"Angelique N Dueñas, Michelle D Lazarus, Jessica N Byram","doi":"10.1002/ase.70055","DOIUrl":"https://doi.org/10.1002/ase.70055","url":null,"abstract":"Qualitative research is increasingly engaged in anatomical sciences education research. However, many in the discipline are not formally trained in qualitative methodology and-like other research methods-qualitative methods are continually developed and enhanced. Indeed, qualitative approaches appear to be entering a new era of acceptability and rigor. As such, those researching, reviewing, and practicing in the anatomical sciences require a strong basis of understanding qualitative methodologies to be able to accurately execute, appraise, and apply qualitative work. This article aims to review core tenets of qualitative research, through the lens of anatomical sciences education by first focusing on: principles underpinning qualitative methods and aspects of philosophy and rigor. The article then transitions to how these principles can be used to understand phenomena through the introduction of common qualitative methodologies, with a special focus on framework analysis as an approachable and widely used method. The authors of this work have, combined, decades of qualitative research experience in the anatomy and health sciences, as well as knowledge of positivist research frameworks. The author's varied paradigmatic experiences provide an opportunity to present qualitative research in a way that is approachable to those who may come from a novice, and often positivist, perspective. The depth of experience also allows for exploration of qualitative research current and future \"gray areas.\" Ultimately, this discursive article covers content that will be supportive to those across the spectrum of experience with qualitative research, and which is applicable to multiple papers in this special issue.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144232779","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

Anatomical Sciences Education Vol. 18, Issue S1, 2025 Cover Image 解剖科学教育卷18，第S1期，2025封面图像

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-04 DOI: 10.1002/ase.70049

引用次数: 0

Editorial Board and Table of Contents 编辑委员会和目录

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-04 DOI: 10.1002/ase.2447

引用次数: 0

Education Abstracts 教育文摘

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-04 DOI: 10.1002/ase.70046

引用次数: 0

Anatomical Sciences Education Vol. 18, Issue 6, 2025 Cover Image 解剖科学教育卷18，第6期，2025年封面图像

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-04 DOI: 10.1002/ase.70064

引用次数: 0

"Because everybody's different": Co-designing body donor program consent processes. “因为每个人都是不同的”：共同设计遗体捐赠计划的同意程序。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-06-01 DOI: 10.1002/ase.70060

Georgina C Stephens

{"title":"\"Because everybody's different\": Co-designing body donor program consent processes.","authors":"Georgina C Stephens","doi":"10.1002/ase.70060","DOIUrl":"https://doi.org/10.1002/ase.70060","url":null,"abstract":"While it is broadly accepted that body donation for anatomical education should rely on informed consent, consent processes vary substantially. Best practice guidelines for body donation are typically published by anatomical societies and may not reflect details valued by prospective donors or the educators and students who utilize donor bodies for teaching and learning. As an initial step to designing a consent process for a proposed body donor program at Monash University in Australia, this study brought together prospective body donors, students, and educators to explore their perspectives on donor consent. This study utilized co-design methodology, a form of participatory action research that values and includes diverse stakeholders to understand phenomena and inform change. The 22 study participants comprised 7 prospective donors who expressed interest in a future body donor program at Monash University, 9 students, 3 educators, and 3 participants who identified as educators and prospective body donors. Data were collected through 4 mixed stakeholder focus groups and were analyzed using thematic analysis. Four themes were developed: (1) Ethical and legal consent foundations, (2) Informed consent, (3) Individualized consent, and (4) Future-focused consent. While some findings support existing consent guidelines (e.g. informed consent requiring information adequacy), other findings highlight how consent processes could be expanded to incorporate community values. For instance, consent processes could include discussions between students and prospective donors and ensure that communication with prospective donors continues over time. Critically, consent processes should recognize that \"everybody's different\" and aim for inclusivity of diverse donor preferences.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144197837","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