Anatomical Sciences Education最新文献

This article presents a step-by-step guide to using R and SPSS to bootstrap exam questions. Bootstrapping, a versatile nonparametric analytical technique, can help to improve the psychometric qualities of exam questions in the process of quality assurance. Bootstrapping is particularly useful in disciplines such as medical education, where student cohorts are normally too small to reliably use parametric analysis to evaluate the quality of exam questions. Traditional parametric approaches need large samples; otherwise, they can yield unreliable estimates of metrics such as item difficulty and point-biserial correlations with small cohorts, potentially misleading the evaluation of exam questions and consequently leading to flawed assessments. By employing bootstrapping, educators can resample data to obtain robust confidence intervals for key metrics. This allows for a more accurate evaluation of question quality. This guide provides a step-by-step approach using R and SPSS, along with explaining the necessary code to bootstrap exam question means, standard deviations, item difficulty, and point-biserial correlations. In addition, the code includes automated visualizations and the capability to export results in reader-friendly tables, enhancing time efficiency and streamlining both data analysis and presentation processes. Furthermore, this article includes a case study in which the code is applied and the results are discussed to showcase how bootstrapping can inform decisions regarding exam question revisions.

Multiple studies have demonstrated the linkage between sedentary lifestyles and adverse health outcomes, emphasizing the need to prioritize student movement and health as a part of the medical school curriculum. This qualitative study assessed the relationship between movement-centered teaching and students' perceptions of learned content through the integration of exercise anatomy videos into a Musculoskeletal Systems first-year Osteopathic Medicine course at a Michigan State University. One-on-one student interviews were conducted, and the transcribed interviews were used to identify key themes using an inductive coding process. Results demonstrated the exercise videos aided learning by associating movements or senses with learning, repetition, and time efficiency, as well as boosting mental and physical wellness by reducing stress and anxiety and incorporating physical activity. Overall, this research emphasizes the multiple benefits of incorporating movement into anatomy education.

Evidence suggests custom chatbots are superior to commercial generative artificial intelligence (GenAI) systems for text-based anatomy content inquiries. This study evaluates ChatGPT-4o's and Claude 3.5 Sonnet's capabilities to interpret unlabeled anatomical images. Secondarily, ChatGPT o1-preview was evaluated as an AI rater to grade AI-generated outputs using a rubric and was compared against human raters. Anatomical images (five musculoskeletal, five thoracic) representing diverse image-based media (e.g., illustrations, photographs, MRI) were annotated with identification markers (e.g., arrows, circles) and uploaded to each GenAI system for interpretation. Forty-five prompts (i.e., 15 first-order, 15 second-order, and 15 third-order questions) with associated images were submitted to both GenAI systems across two timepoints. Responses were graded by anatomy experts for factual accuracy and superfluity (the presence of excessive wording) on a three-point Likert scale. ChatGPT o1-preview was tested for agreement against human anatomy experts to determine its usefulness as an AI rater. Statistical analyses included inter-rater agreement, hierarchical linear modeling, and test–retest reliability. ChatGPT-4o's factual accuracy score across 45 outputs was 68.0% compared to Claude 3.5 Sonnet's score of 61.5% (p = 0.319). As an AI rater, ChatGPT o1-preview showed moderate to substantial agreement with human raters (Cohen's kappa = 0.545–0.755) for evaluating factual accuracy according to a rubric of textbook answers. Further improvements and evaluations are needed before commercial GenAI systems can be used as credible student resources in anatomy education. Similarly, ChatGPT o1-preview demonstrates promise as an AI assistant for educational research, though further investigation is warranted.

Ultrasound is a useful diagnostic tool that can yield significant diagnostic data, but its optimized usage necessitates operators who are trained and experienced. Integrating ultrasound into anatomy education has been demonstrated to significantly enhance medical and health science students' understanding of living anatomy by providing real-time, dynamic visualizations of anatomical structures. This study aimed to develop, implement, and evaluate a comprehensive program for anatomists, with a focus on enhancing training in ultrasound techniques and fostering motivation to integrate ultrasound into their teaching methodologies for effective anatomical instruction. This qualitative case study was conducted with thirteen lecturers and MSc Anatomy students at the Division of Clinical Anatomy, Stellenbosch University, after obtaining written informed consent prior to participation. The study employed a convenient sampling strategy, ensuring that all participants were willing and interested in the ultrasound training session. Participants received preparatory videos before engaging in practical training. The session involved a brief theoretical introduction followed by 90 min of hands-on practice, where participants scanned anatomical structures under guidance. Out of the 13 participants, ten completed the open-ended questionnaires. Thematic analysis of the data developed two themes. These are described as: (1) Strengths of Ultrasound Training; and (2) Challenges and Strategies for Improvement in Ultrasound Training. The training effectively engaged participants and highlighted areas for improvement to enhance the educational impact. The study was conducted at a single institutional setting, and as a result, the findings may have limited transferability to other institutions with different teaching methods and resources.

Entertainment is deeply rooted in education, from wise-cracking teachers to health documentaries. In the context of anatomy, this already complex relationship is entwined with deeply significant ethical considerations, often related to the field's reliance on human tissue, yet it remains unexplored. This study aimed to understand anatomists' perceptions of the role of entertainment in anatomy public engagement. Semi-structured interviews were conducted with seven anatomists with strong public engagement profiles, and thematic analysis was conducted on the transcripts. There was variability between participants as to what “entertainment” means and its link to education, though a range of ways educators can be entertaining, including narratives, personal relevance, and games, were identified. There were also two perceived impacts of entertainment on audiences identified: impact on education (to aid or impede learning) and impact on engagement including initial engagement, engagement throughout, and ongoing engagement. This study found that anatomists are keenly aware of the historical and anatomical context of their public engagement, with some hesitancy to even use the term “entertainment” due to misconceptions that it is inherently hedonistic and thus disrespectful. This study highlights the complex and context-dependent nature of the relationship between entertainment and education in anatomy public engagement, emphasizing the need for anatomists to carefully consider the types and impacts of entertainment they employ to effectively engage and educate public audiences while respecting the discipline's unique ethical considerations. More research is needed to clarify this relationship between education and entertainment from the audience's perspective.

Uncertainty tolerance (UT) describes how individuals perceive and respond to uncertainty. Quantitative UT scales developed with physicians have been widely used in the health professions literature; however, recent studies have raised questions about their validity when implemented among students. This study explored response process validity of two commonly implemented UT scales, the Physician's Reactions to Uncertainty (PRU1995) and Tolerance for Ambiguity (TFA) scales, addressing the research question: How do health professions students conceptualize uncertainty tolerance in scale items, and what features of the scales (e.g., clarity, context, or relatability of items) influence their conceptualizations? Cognitive interviewing captured the thought processes of Australian (11) and US (22) health professions students while responding to PRU1995 or TFA items. Interviews were analyzed using a team-based approach to framework analysis. The study found that students conceptualized items in ways that were specific to the student role and context and struggled to relate to clinically contextualized scale items. Factors that moderated students' responses were identified, including limited responsibility for patient outcomes, self-reflection, and goals related to academic success. Having identified student-specific conceptualizations of the UT construct as well as issues of item relatability, context, and clarity, we caution against using the PRU1995 or TFA scales among health professions students. This work has potential for informing UT measurement in research and education and advancing theoretical models of UT in health professions students.

Postmortem body donation (BD) plays a central role in medical education and scientific research. Sociocultural, religious, and legal factors can influence attitudes toward BD. In Italy, BD programs are in early development, and recent legislation (Law 10/2020) regulating body donation came into effect in 2021. Although international surveys have explored attitudes toward BD, data specific to the Italian context remain limited. This study provides initial insights into attitudes and willingness to donate among medical academics and students at an Italian university. A cross-sectional study was conducted between February and March 2023 using an online questionnaire. The survey collected data on attitudes, dissection experience, sociodemographic, and academic background. A multivariate logistic regression model was implemented to evaluate factors associated with willingness to donate. Of the 2273 individuals invited, 434 completed the questionnaire (19.4% response rate, 70% female, 88% students). Overall, 72.8% were willing to donate. Knowing organ donors was associated with higher willingness, whereas religious beliefs were negatively associated. Only 32% of participants were aware of the national law regulating BD. This study highlights the predominance of positive attitudes toward BD within a healthcare-oriented academic population and the significant influence of religion and personal experience. The limited awareness of Law 10/2020 underscores the need for targeted educational efforts, even within expert communities. These findings support future initiatives aimed at improving awareness, shaping national policy, and contributing to the global discourse on ethical and practical aspects of body donation.

To keep pace with medicine's unpredictable changes, medical trainees must learn to accurately monitor and evaluate themselves via metacognition (i.e., thinking about thinking). The Metacognitive Awareness Inventory (MAI) can assess and guide the metacognitive development of trainees. This study summarizes existing psychometric evidence and meta-analyzes the internal consistency of the MAI across studies involving health professions education. In 2023, a literature search was performed across six databases for records that met predefined inclusion criteria. After two rounds of screening, MAI validity and reliability data were extracted from the eligible studies for analysis. Validity evidence for the dichotomous, five-point Likert, and sliding analog versions of the MAI were rated and analyzed according to “test content,” “response processes,” “internal structure,” “relations to other variables,” and “consequences of testing.” The internal consistency range (min-max) of the MAI was estimated using random-effects, restricted maximum likelihood (REML) meta-analysis. Among the 1966 records screened, 23 studies met the inclusion criteria. The five-point Likert version of the MAI was the most supported, with validity evidence in the “test content,” “internal structure,” and “relations to other variables” categories. None of the MAI versions presented evidence related to “response processes” or “consequences of testing.” The lowest aggregated internal consistency was estimated to be 0.805 and the highest as 0.844, suggesting very good reliability. The five-point Likert scale version of the MAI is most supported for use in health professions education, though validation efforts should continue to address all five sources of validity.