Anatomical Sciences Education最新文献

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.

With many resources available, students may be unsure about which are most beneficial to aid learning of the anatomical sciences. The purpose of this study was to identify which learning resources medical students found most helpful and to examine the association between students' examination performance and their preferred study resources. In an IRB-approved study, students enrolled in an integrated Human Structure course from 2016 to 2022 were asked to list their preferred learning resources prior to the first examination. Resources identified as most helpful were extracted and similar resources were grouped into categories. Students were sorted into three groups based on examination performance. Chi-square tests of homogeneity were used to examine the association between students' examination performance and resource usage. The analysis included 2473 students: 393 high, 1701 average, and 379 low performers. Students identified eight categories of resources; self-assessment resources were most popular (59.5%) followed by lecture materials (53.3%). There was a steady increase in the use of self-assessment resources from year to year, and overall, fewer low performers (50.7%) used self-assessment resources than average (60.7%) and high performers (63.1%; p < 0.001). This suggests that low performers may be missing out on the feedback that self-assessment provides to identify gaps in their knowledge and to monitor their learning; without such feedback, struggling students may be unaware that their study strategies are ineffective for promoting deeper understanding and long-term retention.

YouTube is increasingly used by medical and health science students as a supplementary learning tool. However, the quality and educational value of surface anatomy videos on YouTube remain underexplored. This study aimed to systematically evaluate the quality, reliability, and educational usefulness of YouTube videos focusing on human surface anatomy. A structured YouTube search was conducted (December 2024-January 2025), targeting the seven primary body regions with specific keywords (e.g., "surface anatomy," "bone landmarks," and "dermatomes"). The top 30 videos per search term were selected. Two anatomists independently assessed each video using the Anatomy Content Score (ACS), Global Quality Scale (GQS), modified DISCERN (mDISCERN), and Journal of the American Medical Association (JAMA) benchmarks. Inter-observer agreement was evaluated via Kappa coefficient. Associations between video quality scores and YouTube metrics (view count, like ratio, interaction index) were examined using nonparametric tests. Among 1050 retrieved videos, 85 (8%) met inclusion criteria; 48 (56.5%) were classified as "useful" (ACS ≥ 13, GQS ≥ 4). Longer video duration was significantly (p < 0.001) associated with higher usefulness, whereas view count, like ratio, and interaction index did not correlate with usefulness. ACS strongly correlated with GQS (r_s = 0.754) and both correlated moderately with mDISCERN. No significant differences in video quality were observed across body regions, search rankings, presented material type, or upload period (pre- vs. post-COVID-19). YouTube offers a moderate-quality resource for learning surface anatomy, with approximately 60% of evaluated videos deemed useful. Popularity metrics are unreliable indicators of video educational quality, underscoring the need for peer-reviewed, high-quality digital resources.

Clinical scenario-based learning (CSBL) has demonstrated benefits in clinical education, but its implementation in preclinical undergraduate anatomy programs remains limited. This study explored the effects of integrating clinical scenarios into a third-year undergraduate human anatomy subject within a small pre-medicine cohort. A three-year exploratory study (2017-2019) was conducted using a mixed-methods approach. Quantitative data were collected via Likert scale questions from anonymous student questionnaires (n = 53; response rate: 88%-89%), and qualitative data were derived from open-ended responses analyzed thematically. Students had previously completed a traditionally delivered anatomy subject and were then exposed to scenario-based discussions in lectures. Most students agreed that clinical scenarios enhanced peer learning (89.1%), anatomical knowledge acquisition (91.5%), and engagement with content (87.2%). Additionally, 88.7% reported increased interest in pursuing a medical career. Thematic analysis identified five key benefits: collaborative learning environment, knowledge consolidation, contextual application of knowledge, heightened engagement, and career inspiration. CSBL in undergraduate anatomy fosters high student engagement, deepens understanding, and supports medical career aspirations. These findings support wider adoption of structured, contextual, and team-based learning activities in preclinical programs.

Game-based learning (GBL) is increasingly used in medical education to supplement traditional didactic learning methods. Adult learners in particular may benefit from GBL, given the autonomous and iterative nature of a well-designed educational game. A table-top, multipart board game was designed to help medical students consolidate clinical knowledge-related clinical skills were also included for a holistic experience. Medical students (n = 12) participated in an observed 1-h game session. Semi-structured individual interviews were recorded, transcribed, and analyzed by independent researchers to interpret and identify themes. Analysis of interviews and observational data identified five key themes relating to the GBL experience: (1) gameplay discussion facilitated self-identification of gaps in knowledge, giving students a roadmap of what to study next; (2) peer-to-peer knowledge shared during the game prompted players to reflect upon individual study techniques; (3) gameplay created memorable "lightbulb" moments in understanding, allowing linking together of broader concepts; (4) gameplay created a judgment-free environment that provided relief from prevailing "medical school guilt" associated with taking breaks, thus improving well-being; (5) game mechanics are critical to ensure GBL delivers effective learning experiences. An aspect of learning that is often neglected is the ability for adult learners to cultivate joy in their studies-a drive to make learning fun. This qualitative study provides further insight into GBL, supporting and expanding upon preexisting literature. Namely, developing refined, accessible GBL resources improves knowledge retention, increases motivation, and facilitates metacognitive insight into a learner's revision approach.

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.

The last thirty years have seen an increased presence of plastination companies within the anatomy profession and in the public domain. Engagement with the dissected human body, once almost exclusively accessible to healthcare professionals, has been commodified through public displays. As a result, plastination companies and their products have become a de facto "public face of anatomy," including commercial enterprises that manufacture and sell plastinated human tissues for educational purposes. The ongoing cultural normalization accompanying both the public engagement and commercial activities of plastination companies is ethically problematic. To counteract this normalization, this article provides detailed information on the history of plastination and its contested practices and analyzes the ethical concerns associated with the public display of human remains, including reflections on edutainment versus education. Also addressed is the commodification and commercialization of the deceased encouraged by these exhibits. Whereas for-profit plastination companies anonymize, objectify, and commodify the human body, the new ethos of anatomy education is focused on the shared humanity of body donors, learners, and educators and promotes humanistic educational concepts and practices, including in the use of ethically sourced human plastinates. Based on this history-informed ethical analysis, suggestions are provided for anatomists to help reverse this normalization around the commodification of the human body and instead make visible the public face of anatomy as a discipline based on robust ethical standards and respect for the dead. This will help ensure the practice of anatomy remains congruent with societal expectations and maintains its central role in healthcare education.