Anatomical Sciences Education最新文献

Pacing during anatomy laboratory examinations may influence both student performance and test anxiety. This study compared bell-paced (BP) and self-paced (SP) timing structures to assess their impact on students' test performance, test anxiety, and pacing preferences. Undergraduate students (N = 35) across two academic years completed two anatomy laboratory exams under randomized crossover conditions: bell-pacing (60 s/station, forward progression signaled by bell) and self-pacing (balanced for total time, student-directed forward progression). A modified State-Trait Anxiety Inventory measured three novel anxiety metrics: anticipatory test anxiety (pre-exam), consequent test anxiety (post-exam), and reactive test anxiety (pre-post change). Mixed-effects models assessed effects of pacing condition on exam performance and test anxiety (anticipatory and consequent), controlling for repeated measures. Open-text student feedback was thematically analyzed. Exam performance was consistent between pacing conditions (BP: 82.8% ± 6.8%; SP: 81.1% ± 8.1%, β = 2.07, 95% CI [-2.45, 6.58]). Although the overall pacing effect on test anxiety was not significant, post-hoc comparisons revealed that the BP condition significantly increased mean reactive test anxiety (M = 5.67, p < 0.01), whereas SP did not. Despite that, most students (23/35; 66%) still preferred bell-pacing. Qualitative student feedback revealed that BP offered organization and familiarity, while SP provided flexibility and autonomy. Most students paradoxically preferred a pacing structure that made them more anxious, suggesting that preferences need not necessarily align with an associated psychological benefit. These findings underscored the complexity of assessment design and the importance of considering both academic and psychological outcomes in this process.

This randomized controlled study compared the effectiveness of histological preparations embedded in glycol methacrylate-based JB4 plastic resin with traditional paraffin blocks in digital histology education. A total of 297 second-year medical students at Sivas Cumhuriyet University participated. After a theoretical lecture on epithelial histology, students completed a pre-test and an immediate post-test before being randomly assigned to JB4 or paraffin groups. Both groups received laboratory instruction with their respective preparations displayed on a large screen, followed by a post-intervention test, a drawing-based performance assessment, and a follow-up test administered 3 months later. Quantitative results showed that the JB4 group achieved significantly higher scores in the post-intervention test compared to the paraffin group (6.0 ± 2.1 vs. 4.7 ± 1.7, p < 0.001) and exhibited lower knowledge loss in the follow-up test (-1.2 ± 1.3 vs. -2.5 ± 1.7, p < 0.001). No significant difference was observed between groups in drawing-based performance (p = 0.183), although female students outperformed male students in practical drawing (p = 0.001). Qualitative findings from focus group interviews revealed that students valued JB4 sections for their clarity, visibility of details, and preservation of cellular structure, while preparation difficulty, excessive detail, and higher cost were noted as disadvantages. Overall, the results suggest that JB4 sections may improve both immediate and long-term learning outcomes compared to paraffin sections. Despite challenges related to preparation workload and cost, the use of JB4-derived digital materials represents a promising complementary approach to enhancing the quality and accessibility of histology education.

The study of neuroanatomy is fundamental in many scientific fields. Despite this, it is a challenging subject for students. As technology evolves, it is being increasingly incorporated into educational methods, including the teaching of neuroanatomy. Three-dimensional (3D) visualizations are well suited for displaying neuroanatomy. Tools enabling interaction with these visualizations allow students to engage and explore in a personalized way. While such tools are becoming more popular, there is uneven access to them, as well as limited evaluation of their educational impacts. In this work, a 3D neuroanatomy visualization was created through magnetic resonance imaging and appropriate post-processing. The visualization was integrated into two interactive platforms: a Spanish-language web-based tool (https://3dviewer.lavis.unam.mx/projects/neuroinmersa/) and an immersive virtual reality tool called a CAVE (Cave Automatic Virtual Environment) based in Latin America (Mexico). The tools were included in the study plan of a neuroanatomy-related undergraduate course, and their impact was analyzed through student grades and student or faculty questionnaire responses. The tools were well received by faculty and students alike, with high scores for enjoyment, usefulness, and potential for supporting self-study. Student grades showed improvement, which could be associated with the introduction of this resource (pre- vs. post-implementation: p = 0.05, Cohen's d = 0.44), although larger controlled studies are required. For the virtual environment, the importance of "simulator sickness" is highlighted, as it impacted user enjoyment. The creation of these tools enabled preliminary analysis of their impact in an educational setting, while beginning to fill the gap of interactive neuroanatomy education tools in Latin America.

This article documents the process in which undergraduate students in the Faculty of Health Sciences at McMaster University applied Design-Based Research (DBR) to develop Game-Based Learning (GBL) tools for anatomy education. It describes the student developers' approaches in applying DBR to design game-based learning tools for complex anatomy content, with the goal of addressing medical students' needs for visual, engaging, and interactive learning tools. The DBR framework, characterized by five stages (empathize, define, ideate, prototype, and test), was found to be instrumental for student developers to use in creating learner-centered tools, with each stage contributing uniquely to the design process. In addition, DBR encouraged experimentation, creative thinking, and problem-based learning, aligning with the dynamic and exploratory nature of innovation in anatomical education. This project led to the development of four anatomy games situated in the context of renal and gastrointestinal vascular anatomy: ORGAN-IZE, Renal Race, Pathology at Play, and Body Building. The documentation of each stage of the development process of these games, as presented in this article, offers a practical resource for educators interested in adopting DBR as a framework for student-led educational game design.

Objective structured practical examinations (OSPEs) are standard methods of evaluation in anatomy education. Despite their widespread use, student preparedness for this unique exam structure can be severely limited due to the lack of access to independent study opportunities with bodies and mock OSPEs. Additionally, significant resources are required to administer and grade OSPEs. Resource constraints and lack of in-person access to the anatomy laboratory, exacerbated by the COVID-19 pandemic, prompted the development of an accessible online OSPE study tool powered and graded by artificial intelligence (AI). The AI OSPE is an innovative web-based educational resource that presents users with the opportunity to practice OSPE stations while utilizing AI to grade responses and return immediate personalized feedback. The tool was piloted as a study resource with a cohort of first-year Occupational Therapy students, and Q-methodology was used to assess their opinions and perceptions related to the AI OSPE. Following a by-person factor analysis, two groups emerged: the Spatial Learners and Practical Thinkers. The Spatial Learners emphasized their preference for 3D anatomical structures (versus 2D images), which they felt facilitated easier orientation and preferable view. In contrast, the Practical Thinkers appreciated the utility of the tool and its representativeness of the course material. The results of this study uncover students' preferences regarding a combination of virtual and AI-based anatomy study tools and inform priority areas for quality improvement of those tools.

The purpose of this study was to explore the perspectives of Australian educators on using augmented reality (AR) as a method for learning human anatomy in the undergraduate health sciences. This will determine the current value of AR and guide future research and development. This prospective qualitative study used a mixed-methods approach to gain detailed feedback from 10 anatomy educators at Curtin University. Educators interacted with mobile AR using an iPad and the Complete Anatomy application. A survey measured perceived usability through the System Usability Scale (SUS) and used Likert-scale responses and short-answer questions to determine educators' perspectives of AR. The SUS measured a mean usability score of 58.25, SD ± 15.41 (95% CI: 47.22, 69.28), translating to a 'D' grade. Educators demonstrated positive perspectives of new technology but found that AR presented more challenges than benefits. Recommendations focused on overcoming hardware difficulties and ensuring in-depth educational content with reference to the cadaveric study. Mobile AR does not currently hold substantial value for anatomy education; however, the benefits of AR may be optimized using a head-mounted display. Future research must consult all potential stakeholders to critically define how AR will provide measurable value for anatomy education.

Body painting is increasingly used in anatomy education to illustrate the relationship between anatomical structures and surface landmarks. While its role in knowledge retention is documented, its contribution to soft skill development remains underexplored. This study investigated the impact of body painting on learning performance in nursing students (control group) and medical science students (study group) and explored medical science students' perceptions of soft skill development. A total of 104 nursing and 87 medical science students at Suranaree University of Technology (SUT) participated. Both groups received lectures; however, the study group additionally engaged in body painting of the muscular system. By working in pairs, students painted structures, presented their body painting work, and answered peer-generated questions. Learning performance was evaluated using mean percentage scores (MPS) from examinations, while soft skills were assessed through five-point Likert ratings, frequency analysis, and open-ended responses. Results showed a significant difference in MPS between groups for the muscular system (**p < 0.01), though smaller than the differences for other topics taught without body painting, including the skeletal system (****p < 0.0001) and cardiovascular, respiratory, and urinary systems (***p < 0.001). Among below-average students, no significant difference was observed for the muscular system, whereas significant differences persisted for other systems. The study group reported high satisfaction (4.74 ± 0.47), with interaction and collaboration rated highest (4.85 ± 0.42). Additionally, students reported perceived improvements in teamwork (92.31%) and communication skills (83.52%). These findings support body painting as an effective active learning tool that enhances knowledge retention while fostering teamwork and communication.

Teaching neuroanatomy through the lens of magnetic resonance imaging (MRI) offers medical students a strong foundation for success. However, many existing MRI learning resources lack interactivity and user-friendliness, require payment, or include an overwhelming number of labeled structures. There is a clear need for a free, accessible MRI atlas that emphasizes foundational neuroanatomical structures, specifically tailored to early medical learners. Ideally, the resource would enable users to isolate and visualize individual structures simultaneously across multiple imaging planes. To address this gap, we developed a web-based, interactive MRI atlas of neuroanatomical structures designed for early medical education. Available at SpartanAnatomy.org, the atlas is free, publicly accessible, and intended as a supplemental tool to help students become familiar with brain structures in MRI while concurrently learning their clinical correlates in class. The site also features a built-in quiz function. We invited medical students at Michigan State University to explore the website for an open-ended period before completing the built-in quiz. Students were surveyed regarding their perceptions of the resource and asked to self-report their quiz scores and time spent on the website. Feedback was overwhelmingly positive. Students highlighted the value of visualizing structures in all three planes, the interactive nature of the tool, and the intuitive navigation. Many also offered insightful suggestions for future improvements. Notably, self-reported quiz scores showed a statistically significant correlation with the amount of time students spent exploring the website. This resource has the potential to benefit medical students everywhere, supporting neuroanatomy instruction through a clinical lens.

Drawing is a classical teaching strategy in anatomy. While teachers' drawings can foster learning, teaching anatomy using video lectures can be challenging. According to the cognitive theory of multimedia learning (CTML), the learning effect of a video lecture could be related to the presence of the drawing hand of the teacher. Thus, this randomized controlled trial tested the effect of showing the drawing hand of the teacher in an anatomy video lecture on students' learning, motivation, and cognitive load. Second-year medical students were randomized into 2 groups (Group H: "Hand" and Group NH: "No hand"), took pre-tests multiple-choice questionnaires (MCQ), watched the anatomy video lecture, answered a motivation and a cognitive load (CL) questionnaire and post-tests MCQ on the Moodle© learning management system. Three hundred forty-three students completed the experiment. No difference in learning gain was observed between H and NH groups (4.47 ± 1.05 to 6.23 ± 1.11 vs. 4.52 ± 1.80 to 6.24 ± 1.11; G*T: p = 0.75). In group H, compared to group NH, students' motivation was higher (4.32 ± 0.59 vs. 4.18 ± 0.60; p = 0.027) and CL was not different (4.53 ± 0.97 vs. 4.56 ± 0.70; p = 0.76). Cognitive load and MCQ score changes were correlated (r = -0.11, p = 0.04). Thus, MCQ score changes depended both on group and CL (G*T*CL interaction: p = 0.04). Showing the drawing hand of the teacher in the anatomy video lecture improved students' motivation without increasing cognitive load. Moreover, in students experiencing the highest cognitive load, the presence of the teacher's hand improved learning. These results underscore the potential relevance of embodiment strategies in anatomy teaching in the digital age.

The field of pathologists' assistants (PathAs) has evolved significantly, with formal education programs now playing a crucial role in professional training. This study explores the educational experiences of PathA graduates in Canada, focusing on how accredited programs prepare students for professional practice. Eight PathAs who graduated from an accredited PathA program and were currently employed at the London Health Sciences Center in London, Ontario, participated in qualitative interviews about their educational experiences. Key themes were identified regarding motivations for entering the field, strengths and challenges of the training process, and the transition into professional practice. Participants emphasized the benefits of small class sizes, hands-on clinical rotations, and diverse institutional exposure in their education. However, challenges such as the disconnect between didactic and clinical training and the need for improved assessments during clinical rotations were identified. While graduates generally reported feeling well prepared for their roles, some noted that the transition to independent practice required additional adaptation. The study also highlights the increasing standardization of PathA education, the decline of on-the-job training pathways, and the growing need for greater public awareness of the profession. The findings suggest that integrating more practical training earlier in the curriculum, improving clinical assessments, and increasing awareness of the PathA profession through interdisciplinary initiatives could enhance educational outcomes. These insights provide guidance for current and future programs to enhance their curricula, support smooth transitions to practice, and raise awareness of the PathA profession.