Anatomical Sciences Education最新文献

With advancements in medical education, the integration of innovative and technology-driven teaching modalities is needed to enhance student learning, particularly in radiology. This study aims to investigate the efficacy of PACSBIN, a cloud-based picture archiving and communication system (PACS), in teaching first-year medical students thoracic imaging anatomy, comparing the use of scrollable Digital Imaging and Communications in Medicine (DICOM) images to traditional static CT images. A comparative study design was used, involving first-year medical students from a medical institution. Participants were randomly assigned to two groups: one using traditional static CT images (Group A) and the other using PACSBIN (Group B) for thoracic imaging anatomy education. The study assessed the impact of these teaching modalities on students' understanding of thoracic imaging anatomy through a quiz. Quiz results showed no statistically significant difference in performance between the groups, with Group A (static images) achieving a mean score of 82.61% and Group B (PACSBIN) achieving 83.71%. Our study suggests that both scrollable DICOM images and static CT images can be effective in teaching thoracic imaging anatomy to first-year medical students. This highlights the importance of considering individual learning styles and incorporating diverse teaching modalities in radiology education.

Virtual anatomy is being increasingly adopted in anatomy education. This systematic review evaluated the literature between January 2000 and August 2024 to understand how virtual reality (VR) in Anatomy Education is implemented in Health Sciences and Allied Health, focusing on learning outcomes and student perceptions. Following registration with the Open Science Framework and adhering to PRISMA guidelines, a comprehensive search across nine databases identified fifteen eligible studies. The learning outcomes assessed included knowledge acquisition, retention, conceptual understanding, and learning confidence, alongside perceptions of VR as a learning tool, user experience, and satisfaction. Fifty percent (4/8) of the studies evaluating knowledge acquisition and retention reported statistically significant improvements following VR adoption. Enhanced conceptual understanding and learning confidence were consistently reported. All studies exploring perceptions highlighted positive views of VR, emphasizing its effectiveness as a learning tool. Additionally, user experience and satisfaction outcomes were uniformly favorable across all studies. Of the eight studies comparing alternative teaching methods, 75% (6/8) reported VR surpassed traditional teaching methods, including lectures, prosections, 2-dimensional (2D) models, 3-dimensional (3D) printing, cadavers, or advanced technologies such as augmented reality (AR). However, VR configurations, comparator modalities, and participant demographics were shown to influence learning effectiveness. Immersive VR dominated as the intervention of choice, while the role of VR controllers in anatomy education was underexplored. This review identifies the potential of VR in anatomy education while also pointing out areas needing further research, particularly the influence of VR hardware configurations and user interaction modalities on learning outcomes.

The letter to the editor highlights the study by Gellisch et al. on the Contextual Digital Divide, which reveals the limitations of digital learning in medical education. It emphasizes the superiority of face-to-face learning in practical disciplines and the need to balance digital and traditional methods. A call is made to integrate hybrid strategies to optimize learning in health sciences.

With the advent of healthcare globalization, interprofessional collaboration has become increasingly important on an international scale. This longitudinal study evaluated group dynamics in the International Collaboration and Exchange Program, a global online program of students across 33 universities from diverse healthcare backgrounds, including medicine, dentistry, pharmacy, and biomedical science. In groups of 4 to 6, participants engaged in regular discussions and projects relating to anatomy education and global health. Peer assessment was used to determine (1) whether a relationship existed between group cohesiveness and disparities in individual contribution levels and (2) whether group cohesiveness and individual contribution levels changed over time across varying group sizes. Two student cohorts were studied using the Individual Peer Assessment of Contribution methodology. Peer assessment surveys were distributed at two time points for the first (2021-2022) and second (2022-2023) cohorts, respectively, yielding 423 responses from 126 groups. Collaboration quality and effectiveness were evaluated through numerical ratings and qualitative feedback. Peer assessment is a viable tool for evaluating the dynamics of group interactions in virtual collaboration on a global scale. A reduction in group cohesiveness was associated with greater imbalances in individual contribution levels (r = -0.71, p < 0.001). Furthermore, larger groups (n = 6 students) demonstrated improved cohesiveness and equality in individual contribution levels over time compared to smaller groups (n = 4 students). This study on international healthcare student collaboration provides insights into sociocultural and educational factors impacting virtual group interactions and offers strategies for enhancing interprofessional collaborative practices in global health education.

Learning Cell Biology is challenging for both sighted and visually impaired students due to its abstract nature and reliance on bidimensional depictions in textbooks, which often fail to capture the biological complexity of cell structures and functions. To implement inclusive learning environments and address the shortage of learning materials for both sighted and visually impaired students, this work aimed to design, apply, and evaluate learning tools based on digital technologies, using the principles of Educational Design Research. 3D models representing cell membranes were created and embedded in an online virtual reality (VR) environment equipped with audio descriptions and an innovative color-changing interface. Models were also optimized for embedding in an augmented reality (AR) environment on social media. Notably, our work is the first to create such an extensive library of both animate and static VR and AR-based material, covering the structural composition of the membrane, transport mechanisms, and detailed representations of membrane specializations. Additionally, we provided, in an unprecedented way, a systematic description of our results to serve as a roadmap for easy replication and adaptation within the educational community, fostering the creation of new learning tools and approaches. Evaluation of learning tools was conducted with sighted and visually impaired students from biological and health-related undergraduate courses, as well as experienced and early-career Cell Biology teachers. Data revealed positive attitudes toward visual presentation, ease of use, content quality, and effectiveness, underscoring the potential of VR and AR to improve inclusive Cell Biology learning for undergraduate audiences.

Student participation in interactive outreach programs focusing on anatomy has been shown to have a positive impact on learning and healthcare career aspirations. This article describes the Anatomy Outreach Program held at the Physical Therapy Center and Gross Anatomy Lab on the campus of the University of Central Arkansas. Physical therapy (PT) students demonstrated PT skills and led hands-on activities in the gross anatomy lab using donor specimens and models. Hands-on physical therapy-based activities involved wheelchairs and cushions, assistive devices, goniometry and reflex testing, grip strength testing, and lines and tubes in the acute care setting. Before anatomy-based activities, learners were educated about the significance of donors' choice for donating their tissues and respect shown to donors. Learners participated in anatomy stations consisting of hands-on activities with anatomical specimens and models of heart and lungs, brain and spinal cord anatomy, bones and radiographs, and upper and lower extremity anatomy. Content analysis and descriptive statistics were performed on post-tour survey data. After the program, 59% (32/54) of high school learners rate their interest in pursuing a career in healthcare as 10/10. The three biggest takeaways participants took from the program were developing an appreciation for the gross anatomy lab and anatomy education, learning and appreciating the field of PT, and affirming interests in healthcare. High school learners' favorite experiences were in the gross anatomy lab, talking with PT students about the profession, and the goniometer and grip strength activities. One hundred percent (54/54) of survey participants agreed that the program provided them with valuable information.