Anatomical Sciences Education最新文献

Engaging students and fostering interactions can be a challenge in large enrollment, foundational-level, undergraduate anatomy classes. Despite the active learning environment of the anatomy laboratory, students often struggle to find study partners or even speak to fellow learners in a large classroom. This is a missed opportunity for our learners to socialize and work with others to build a learning community and sense of belonging. To connect these learners, we outline the creation of a board game that could be played multiple times throughout the semester during open laboratory review sessions as we encounter different regions of the body. The game, The Anatomy Adventures of Knowledge Knight, takes our players through a kingdom where they must use their anatomy expertise to overcome many challenges. In this article, we discuss game development as we consider the learner population in a large enrollment, hybrid, regional anatomy course with hundreds of students. Goals include not only covering lecture objectives via leveled questions based on the game board, but also story points and mnemonics to support player interactions. We also highlight accessibility and inclusion efforts in the creation of the game board and materials. This article discusses considerations for other educators who plan to create their own board game, as well as providing the game materials for instructors to use, with flexible templates for broad application.

Anatomy education is an inherently visual field, particularly in bellringer (BR) testing, which requires learners to identify anatomical structures on human-donated specimens. While the traditional use of these physical specimens in BR testing has long remained the standard, three-dimensional (3D) viewing in virtual reality platforms and two-dimensional (2D) images of specimens on paper have become common alternatives due to the ease and feasibility of use. Despite widespread use, there is a paucity of literature comparing the assessment validity of these modalities to physical specimens as the historic standard. Thus, this study sought to assess BR testing performance and question validity (using point biserial evaluation) across all three modalities. In total, 140 undergraduate students, enrolled in an Introductory Anatomy and Physiology course at the time of testing, participated in a BR examination with specimens presented in three visual formats: physical specimens, printed 2D images, and 3D reconstructions in virtual reality. When comparing all three modalities, no notable differences were found between question difficulty, point biserial values, presentation of cybersickness, visuospatial ability, or modality preference. Additionally, modality preference and student opinion did not significantly affect test scores, suggesting that these student attributes were unrelated to BR performance. The examinations had high reliability as measured by KR-20 values, supporting the applicability of our results to undergraduate anatomy BR testing. This study provides preliminary evidence supporting the utility and validity of both 2D images and 3D virtual reality as alternative modalities for BR testing within the undergraduate anatomy education setting.

There is currently an international shortage of anatomists at a time when changes are occurring in how, what, and to whom anatomy education is delivered. In this environment, retaining anatomists is important. This IFAA-led study gathered input from anatomists across various career stages to understand what support would be most beneficial for their career development. A single-measure collection survey, consisting of 39 questions, was sent to early career (EC), mid-career (MC), and senior career (SC) anatomists to gather their views on support that had been helpful in the past and areas where they perceived they needed further assistance for career development. A total of 406 participants from 44 countries completed the survey, and of these, 40% were EC, 26% MC, and 34% SC. While 71% of SC anatomists reported having sufficient support to develop their careers, only 52% of MC and 42% of EC anatomists felt adequately supported. For EC and MC anatomists, mentorship was the area most sought after, and for those without a mentor, 65% of EC and 44% of MC participants requested assistance in finding a mentor. All anatomists requested support for international collaboration for both research and teaching. Attendance at conferences was considered important; however, a lack of funding was problematic for anatomists from some regions. Despite these findings not capturing the viewpoints of anatomists in certain parts of the world, they highlight the importance of professional development for anatomists at all career stages, particularly mentorship and opportunities for international collaboration, as facilitated by conference attendance.

A graduate-level master's gross anatomy course was recently rewritten to enhance delivery of its content in a manner that supports student learning. End-of-course evaluations from all 88 students showed highly favorable ratings for the curricular change, but a more detailed analysis is critical to determine whether a safe learning environment had been established. A safe learning environment is established where the curriculum is appropriately challenging, faculty are supportive, and students feel they belong. A measure of the success of a new course is typically the overall performance of the cohort, in addition to the student evaluations. One limitation of this is the use of Likert scores in student evaluations, which are universally devoid of nuanced information. In most instances, students are offered an opportunity to provide written feedback, and beyond a superficial read-through of these comments, they are not typically analyzed for more information or with purpose. An AI-based text analysis tool was used to undertake the underutilized technique of scoring the comments (sentiment data) to further investigate; the data were incorporated in this instance and highlighted several important categories that students deemed necessary to comment on, including: faculty availability, humor and knowledge, effective group dynamics, and a sense of belonging, among others. Based on the assessments of categories in the student-written feedback, a safe learning environment was achieved.

The four main anatomical sciences, gross anatomy, histology, neuroanatomy, and embryology, are fundamental subjects for most health professionals and biomedical students. Usually taught as part of preclinical basic science training, the anatomical sciences provide a structural understanding of human or animal bodies at both macroscopic and microscopic levels. This overview characterizes how the anatomical sciences are currently taught around the globe, highlighting similarities, differences, and recent curricular transformations that were partially in response to the COVID-19 pandemic. Globally, educators of the anatomical sciences navigate similar pressures, including expectations of curricular integration and reduced time for anatomical teaching. Student-centered teaching approaches and e-learning technologies have been adopted across many regions, transforming how educators engage their learners. However, not all educators are provided with technological resources to facilitate such educational advancements, particularly in regions where economic inequality and poor infrastructure hinder access to the internet. Though ethical standards guiding the procurement of human bodies have evolved over time, the sources of human bodies that academic institutions use for anatomy education vary widely. Specific regional issues complicate many aspects of anatomical science education, challenging educators to adopt novel teaching approaches. Despite some differences, every global region appears to be moving in a similar direction. However, where academic institutions fall on that trajectory differs for specific regions/countries. How these educational and technological changes influence anatomy education should be carefully considered for the strengths and weaknesses they provide and the opportunities and threats they bring.

Numerous methods of distance learning were introduced during the COVID-19 pandemic that critically impacted the medical education landscape. This study assessed the anatomy learning performance of first-year medical students in both theoretical and practical examinations before, during, and after COVID-19 lockdowns and surveyed their perceptions and experiences of online anatomy courses. Participants comprised 725 first-year medical students, with 435 from the Polish Division (PD) and 290 from the English Division (ED), and were initially organized into four cohorts according to the anatomy course completion year: 2019, 2020, 2021, and 2022. Looking into educators' and students' teaching and learning experiences during the pandemic, a major performance reduction was observed among students learning online, which lasted throughout the academic year following the resumption of in-person classes. The practical aspects of online examinations using digital images showed the most pronounced reduction in performance, whereas the change in theoretical examination scores was less marked. The shift to online learning exposed underlying curriculum shortcomings that persisted even after the return to in-person classes, highlighting the need for comprehensive curricular revisions to sustain improvements in anatomy education. This study contributes to the ongoing discussion on constantly improving the efficacy and quality of teaching and learning anatomy in the ever-changing medical education landscape.

Anatomy is regarded as one of the most essential and challenging courses in veterinary medicine. The study evaluated the student perceptions of silicone and polyester-plastinated cattle brains in both face-to-face and online neuroanatomy education. A total of six cattle heads were collected from a slaughterhouse, processed using four plastination steps. These specimens were evaluated by 240 first-year veterinary students (from 248 enrolled), with 108 participating in face-to-face evaluation and 132 completing online evaluations of the specimens. The online survey for the assessments revealed that 75.9% of face-to-face participants strongly agreed that anatomical structures were well represented in silicone-plastinated whole brains (mean score: 4.7, SD: 0.6). Sliced silicone plastinates achieved 71.3% agreement on providing enhanced contrast between gray and white matter (mean score: 4.57, SD: 0.8). Polyester plastinates also demonstrated high clarity, with 62% of face-to-face respondents strongly agreeing on their improved differentiation of gray and white matter (mean score: 4.38, SD: 0.95). Students appreciated the odorless, durable, and nontoxic nature of plastinated specimens. Limitations included reduced tactile resemblance (mean score: 2.19) and natural color fidelity (mean score: 2.74). Despite these drawbacks, 69.4% of face-to-face students strongly supported incorporating plastinated specimens alongside cadaveric materials in anatomy courses. Plastinated cattle brain specimens demonstrated excellent anatomical detail and usability, making them valuable resources for anatomy education. The findings support their use in both face-to-face and online teaching environments as preferred alternatives or complements to traditional formalin-preserved specimens.