Anatomical Sciences Education最新文献

Learning embryology is often challenging for students as it requires conceptualizing morphological changes to embryologic structures across time. To further complicate the process, while some structures transition to permanent structures, others disappear or degenerate. Embryology is often taught didactically through lectures which limits student engagement. In this discursive article, we describe how we have implemented student-developed small group sessions where students often create game-based activities to engage their peers in embryologic development in a graduate embryology course. Students sign up to lead a small group session over a particular organ system, develop learning objectives, create an activity, and develop a series of questions for students to work through during the activity. Students can cover any aspect of development of their selected organ system but often choose a congenital abnormality and design their activity around the embryologic process through which the defect occurs. The student can choose any activity, but several session types are recommended including case-based learning sessions, crafting, and games. To date, students have developed a range of activities to demonstrate complex embryological processes and engage their peers in the session. We will describe several game-based activities including: Minute-to-Win-It, Embryology card games, Family Feud, and Jeopardy. Student perceptions of these sessions in end of course evaluations are overall positive and describe how the small group sessions give them an opportunity to apply and integrate embryology content in a fun and low-stakes environment. This article will demonstrate the value of student-developed game-based sessions in engaging their peers in embryology.

Pedagogical content knowledge (PCK) refers to educators' understanding of subject matter integrated with teaching approaches that ensure teaching effectively supports learners' needs. Anatomy demonstrators are temporary or sessional early career educators responsible for facilitating the full spectrum of anatomical learning, yet their understanding and application of PCK are poorly understood. Given the educational value of PCK, this study sought to explore demonstrators' understanding of PCK and identify factors influencing their PCK development. The 11 study participants were current and former anatomy demonstrators at an Australian medical school. Data were collected through seven semi-structured group and individual interviews and analyzed through reflexive thematic analysis using PCK components as the conceptual framework. Three themes were developed: (1) PCK Familiarity, (2) PCK in practice, and (3) Factors influencing PCK development. While demonstrators had limited explicit familiarity with the PCK concept, multiple PCK elements were implicit within descriptions of their educational practice, such as how their knowledge of content, students and context influenced their specific approach. Factors influencing demonstrator PCK development included educational experience, peer collaboration, reflective practice, embodying feedback and development time. Despite anatomy demonstrators having limited teaching experience, this study highlights the application of several components of PCK within their teaching practices. However, there is a considerable opportunity to further develop this group's PCK and thereby the support of learners. Key implications for demonstrators' supervisors and mentors include supporting professional development opportunities such as educational fellowships, encouraging and facilitating reflective practice, and including PCK in role performance standards.

Anatomy in Nazi Germany-in its work with bodies of the regime's victims-is arguably the most extreme example of state-sanctioned abuse of power over bodies of the dead in medicine. This history is highly relevant today because it contributed to the formulation of basic tenets of research ethics in the Nuremberg Code and allows for history-informed reasoning regarding anatomical body procurement and education. However, detailed information on anatomy institutes in Nazi Germany and its territories is often missing. This study offers first results of an investigation of activities at Breslau anatomy 1933 to 1945 (today Wrocław), including anatomists' politics and anatomical body procurement. In 1945, this anatomical institute ceased to exist when Breslau became Polish. Like their peers throughout Nazi Germany, Breslau anatomists coordinated the handover of bodies of the executed from prison with the authorities. Archival documentation reveals that Breslau anatomy received bodies of at least 30 executed prisoners. In addition, the body register of the city morgue was examined, disclosing the transfer of 442 unclaimed bodies to the anatomical institute from 1937 to 1944, more than half of them children. Also among them were 29 bodies of prisoners and Eastern European forced laborers. All these bodies were used in anatomy education, and the executed were preferred in research studies and dissertation theses, as documented in 16 publications. These findings confirm the close collaboration of Breslau anatomists with the Nazi regime, and their acceptance of the use of Nazi victims' bodies as an unquestioned professional opportunity.

Histology often challenges medical students due to its complex terminology and abstract visualization demands. Although various instructional innovations exist, multimodal frameworks that integrate technology with culturally relevant artistic expression remain underexplored, particularly in non-Western settings. This study evaluates a multimodal curriculum combining digital annotation, manual drawing, and culturally grounded batik-motif creation to enhance histology learning. A quasi-experimental mixed-methods study compared two medical student cohorts: a 2019/2020 conventional cohort (n = 232) receiving standard microscopy-based instruction and a 2022/2023 multimodal cohort (n = 248) engaging in digital annotation, manual drawing, and batik-motif design. Data sources included computer-based exam scores, survey responses (n = 169), content analysis of open-ended feedback, and faculty evaluations of student-produced batik designs. Students in the multimodal cohort achieved significantly higher exam scores (89.4 ± 8.7) than those in the conventional cohort (64.2 ± 11.8; p < 0.001; Cohen's d = 2.43). Digital annotation was rated as the most motivating component (91%), while batik design-despite being the most challenging-was valued by 60% of students for deepening histological understanding. Content analysis indicated that the batik task enhanced visual-spatial understanding (78%) and creative engagement (72%). Integrating batik-motif design within a multimodal histology curriculum was associated with improved performance, engagement, and pattern-recognition skills. This culturally informed approach provided complementary learning pathways that supported diverse learners and fostered creative-analytical integration. The model is adaptable to other cultural contexts through locally meaningful artistic traditions.

Most research programs recruit students with high grades, previous lab experience, and strong supervisor recommendations. However, these requirements can bar students from historically marginalized backgrounds from gaining these kinds of valuable experiences, thus contributing to the well documented limited diversity in science, technology, engineering, and mathematics (STEM). To address this issue, we recruited three cohorts of undergraduate students from institutions with few research resources, regardless of academic success and previous research experience, to participate in an intensive, international research program. Therefore, participants in this study (N = 18, M_age = 21.11) are predominantly from backgrounds considered to be underrepresented in STEM based on their self-described gender identity (66.7% female, 5.6% non-binary/not sure), race/ethnicity (16.7% Black, 22.2% Latina/o/e/x, 22.2% Multiracial), ability (33% disabled or neurodivergent), and/or socioeconomic status (44.5% lower- or middle-class). Survey data were collected before and after students participated in the international program to explore changes in their science identity, research self-efficacy, and STEM career interests. Even with a small sample, the program significantly impacted the overall sample. Participants demonstrated enhanced science identity. Furthermore, the program influenced students' STEM career interests. Although some students leaned away from research trajectories after participating in the research program, most increased research interests. These results affirm that a program designed to give research experience to historically marginalized students can benefit their science identity and career trajectories. The implications of such programming could broaden participation in our academic field.

Growing medical school enrolments and limited resources challenge anatomy departments to deliver high-quality assessments, such as Objective Structured Practical Examinations (OSPEs). While OSPEs are reliable, they often increase student anxiety. Formative, peer-assisted OSPEs may mitigate this and enhance learning. Advances in digital anatomy, particularly high-fidelity 3D specimens, offer scalable alternatives to traditional prosections; yet, few studies compare digital and physical specimens in formative OSPEs led by near-peer assessors. This study examines first-year medical students' engagement with a near-peer, formative OSPE-style anatomy assessment using both modalities. In this mixed-methods study, students were assessed on knee anatomy using digital 3D specimens and shoulder anatomy using physical specimens, or vice versa. Quantitative data were analyzed using linear mixed-effects regression; qualitative data from postassessment surveys underwent thematic analysis. Students reported reduced stress, improved understanding of OSPE format, and identification of knowledge gaps. Nearly half were comfortable using digital specimens in future summative assessments, and all supported near-peer formative OSPEs. Performance was strong: Group 1 scored 8.3 (95% CI 8.1-8.5) and Group 2 scored 7.6 (95% CI 7.3-7.9). Scores across modalities were moderately correlated (r = 0.55) with no significant difference (95% CI -0.34 to 0.17). Modality effects varied by region: digital specimens favored the knee (mean difference = 0.56), physical specimens favored the shoulder (mean difference = -0.68). Near-peer, formative OSPE-style assessments using digital and physical specimens were well received. Comparable performance and positive feedback support digital anatomy platforms as valid, scalable tools in medical education.

This study used a mixed methods randomized controlled experimental design to evaluate the effectiveness of narrative-based versus traditional pedagogy in teaching cranial nerve anatomy to medicine students. Eighty-eight students who had completed a previous course on the nervous system were randomized into three groups: a control group receiving standard theoretical and practical anatomy instruction, a group using a mythological narrative ("Supper of Gods"), and a group using an animated sports-themed narrative ("Head Coach Hypoglossus"). Knowledge acquisition was assessed using pre- and post-intervention multiple choice tests, while qualitative data were collected using structured interviews in the narrative groups. Results showed no significant baseline differences between groups. Although all groups improved after training, only the Head Coach Hypoglossus group showed significantly higher post-test scores (mean 13.13 ± 1.73) compared with the control (10.39 ± 3.89) and mythological narrative (10.86 ± 2.54) groups (p < 0.01). Qualitative analysis revealed that most students in the narrative groups reported improved memorization, short-term recall, and motivation, with 62% citing easier recall and 68% describing increased engagement. However, some students found story creation challenging (45%) or time-consuming (38%), and a minority felt that the narrative approach could distract from the core content. In conclusion, the integration of animated, character-driven narratives (particularly the sports-themed approach) significantly improved short-term learning outcomes and student engagement compared to traditional and myth-based methods.