Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner-centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.
{"title":"Transforming histology students from passive lecture listeners into active lecture learners","authors":"Michael Hortsch","doi":"10.1002/ase.2463","DOIUrl":"10.1002/ase.2463","url":null,"abstract":"<p>Traditional academic lectures have long been criticized as providing a passive learning environment to students. Often, they do not capture the audience's attention, resulting in learners being distracted or bored and thereby reducing their learning efficacy. Consequently, they are being abandoned by many schools and universities as an educational modus or modified into more learner-centered experiences. This descriptive article outlines a strategy of inserting active learning PowerPoint slides into traditional histology lectures. Suggestions and advice for adding or improving existing active learning slides are being offered to readers, who are planning to modify their own lecture presentations. The author's experience of using this formative assessment strategy with different types of histology learners is also discussed.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141178280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>We like to think that we are more progressive than the Romans. And, in many ways, we are. Advances in medicine have eradicated many deadly diseases, and our understanding of public health is such that we no longer use lead as a sweetener.<span><sup>1</sup></span> However, when it comes to the attitudes and systemic inequalities surrounding disability, our progress is, surprisingly, less impressive. While we may no longer marginalize disabled people in exactly the same way the Romans did (which, horrifyingly, often involved abandoning newborn disabled children to the elements<span><sup>2</sup></span>), ableism continues within our society in both overt and hidden ways.<span><sup>3</sup></span> And make no doubt about it, ableism is violence.<span><sup>4</sup></span></p><p>Ableism is evident within all branches of health professions education,<span><sup>5</sup></span> including anatomy education.<span><sup>6</sup></span> Traditional anatomy curricula, models, and textbooks feature the “ideal” body, excluding or marginalizing representations of disability and so equating normality with bodies that are enabled.<span><sup>7</sup></span> * Dissection and prosection usually occur on donors without visible disabilities, adding to a lack of disabled representation within anatomy education.<span><sup>8, 9</sup></span> This, coupled with a frequent focus on teaching what is considered to be “normal” anatomy,<span><sup>9</sup></span> implies that any deviation is abnormal or of lesser importance. This tendency to depict and prioritize the “ideal” body within anatomy education is not only a reflection of historical biases; it actively shapes the perception and attitudes of future anatomists and healthcare professionals and could negatively influence their ability to provide inclusive, empathetic care to diverse patient and learner populations. This is detrimental, given that anatomists play key roles in giving language to the human body and in shaping learners' perspectives on the body, its function, and variation at a formative stage in health professions education.<span><sup>10</sup></span></p><p>Critical disability theory (hereafter, CDT) can provide us with a framework for understanding and addressing the ableism perpetuated within anatomy education materials, attitudes, and behaviors. We operate in line with Hall's<span><sup>11</sup></span> understanding that CDT is an interdisciplinary methodology that includes critical disability studies but expands to encompass a broad range of theories from across multiple disciplines.<span><sup>11</sup></span>† As a methodology, CDT challenges individualistic explanations of, and perspectives on, disability. Simply, it puts forth that disability is not an inherent personal deficit, or a personal responsibility, but results from complex interactions between social, cultural, political, and economic factors. Though language is debated and there are differences in preferences between countries and between communitie
{"title":"The anatomy of diversity: Applying critical disability theory to anatomy education","authors":"Megan E. L. Brown, Gabrielle M. Finn","doi":"10.1002/ase.2461","DOIUrl":"10.1002/ase.2461","url":null,"abstract":"<p>We like to think that we are more progressive than the Romans. And, in many ways, we are. Advances in medicine have eradicated many deadly diseases, and our understanding of public health is such that we no longer use lead as a sweetener.<span><sup>1</sup></span> However, when it comes to the attitudes and systemic inequalities surrounding disability, our progress is, surprisingly, less impressive. While we may no longer marginalize disabled people in exactly the same way the Romans did (which, horrifyingly, often involved abandoning newborn disabled children to the elements<span><sup>2</sup></span>), ableism continues within our society in both overt and hidden ways.<span><sup>3</sup></span> And make no doubt about it, ableism is violence.<span><sup>4</sup></span></p><p>Ableism is evident within all branches of health professions education,<span><sup>5</sup></span> including anatomy education.<span><sup>6</sup></span> Traditional anatomy curricula, models, and textbooks feature the “ideal” body, excluding or marginalizing representations of disability and so equating normality with bodies that are enabled.<span><sup>7</sup></span> * Dissection and prosection usually occur on donors without visible disabilities, adding to a lack of disabled representation within anatomy education.<span><sup>8, 9</sup></span> This, coupled with a frequent focus on teaching what is considered to be “normal” anatomy,<span><sup>9</sup></span> implies that any deviation is abnormal or of lesser importance. This tendency to depict and prioritize the “ideal” body within anatomy education is not only a reflection of historical biases; it actively shapes the perception and attitudes of future anatomists and healthcare professionals and could negatively influence their ability to provide inclusive, empathetic care to diverse patient and learner populations. This is detrimental, given that anatomists play key roles in giving language to the human body and in shaping learners' perspectives on the body, its function, and variation at a formative stage in health professions education.<span><sup>10</sup></span></p><p>Critical disability theory (hereafter, CDT) can provide us with a framework for understanding and addressing the ableism perpetuated within anatomy education materials, attitudes, and behaviors. We operate in line with Hall's<span><sup>11</sup></span> understanding that CDT is an interdisciplinary methodology that includes critical disability studies but expands to encompass a broad range of theories from across multiple disciplines.<span><sup>11</sup></span>† As a methodology, CDT challenges individualistic explanations of, and perspectives on, disability. Simply, it puts forth that disability is not an inherent personal deficit, or a personal responsibility, but results from complex interactions between social, cultural, political, and economic factors. Though language is debated and there are differences in preferences between countries and between communitie","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141178273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sae-Ock Oh, Boon Huat Bay, Hee-Jin Kim, Hye Yeon Lee, Sik Yoon
Although a diversity of religions exists in South Korea, with Buddhism and Christianity (Protestantism and Catholicism) being the two main faiths, Korean beliefs are deeply rooted in Confucianism. Despite the notion that the Confucian norm of filial piety discourages body donation to medical science, there has been a mindset shift in favor of body donation, driven by a heightened awareness of the body bequest programs and the care and dignity accorded to the altruistic body donors, together with the institution of commemorative services to honor them. As spirituality and religion are known to be factors that influence body donation, how religious- and non-religious-based memorial services are held to honor the donors as exemplified by two Korean medical schools-from a public university with no religious affiliation and from a Protestant-based university-are described here. The key concept of expressing gratitude and respect for the donors and their family members has positively impacted body bequest programs in this multi-religious society. Commemorative services held to pay tribute to the altruistic body donors may play an important role in inspiring a humanistic spirit in students, regardless of religious or non-religious beliefs, as exemplified by the two Korean medical schools. The takeaway here is that the elevation of spirituality in memorial services effectively resonates with society, thereby demonstrating the impact of spiritual principles independent of religious influence.
{"title":"Commemoration of body donors in a religiously diverse society: A tale of two Korean medical schools.","authors":"Sae-Ock Oh, Boon Huat Bay, Hee-Jin Kim, Hye Yeon Lee, Sik Yoon","doi":"10.1002/ase.2462","DOIUrl":"https://doi.org/10.1002/ase.2462","url":null,"abstract":"<p><p>Although a diversity of religions exists in South Korea, with Buddhism and Christianity (Protestantism and Catholicism) being the two main faiths, Korean beliefs are deeply rooted in Confucianism. Despite the notion that the Confucian norm of filial piety discourages body donation to medical science, there has been a mindset shift in favor of body donation, driven by a heightened awareness of the body bequest programs and the care and dignity accorded to the altruistic body donors, together with the institution of commemorative services to honor them. As spirituality and religion are known to be factors that influence body donation, how religious- and non-religious-based memorial services are held to honor the donors as exemplified by two Korean medical schools-from a public university with no religious affiliation and from a Protestant-based university-are described here. The key concept of expressing gratitude and respect for the donors and their family members has positively impacted body bequest programs in this multi-religious society. Commemorative services held to pay tribute to the altruistic body donors may play an important role in inspiring a humanistic spirit in students, regardless of religious or non-religious beliefs, as exemplified by the two Korean medical schools. The takeaway here is that the elevation of spirituality in memorial services effectively resonates with society, thereby demonstrating the impact of spiritual principles independent of religious influence.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2024-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141154306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katarzyna Pękacka-Falkowska, Danuta Raj, Jakub Węglorz
This paper discusses the historical context of collaborative research and authorship disputes, exemplified by the complex relationship between Dutch anatomist and physician Gerard L. Blaes and his East-Central European mentee, Daniel Gödtke, during the study of medulla spinalis. The study employs historical analysis to unravel the dynamics of scholarly collaboration, emphasizing the significance of mentorship in scientific progress and the communal nature of knowledge exchange. This historical analysis is based on primary sources and historical records. It underscores Blaes's strategy to circumvent public confrontations regarding the authorship of the seminal work ‘Anatome medullae spinalis, et nervorum inde provenientium’ (1666). As a teacher, he facilitated his student's participation in a public disputation to avert public authorship conflicts over the book. This ultimately led to the publication of two distinct versions of ‘Anatome medullae spinalis.’ The first one was co-authored by the mentor and his mentee, while the latter was solely attributed to the mentor. This historical narrative raises essential questions about attributing individual contributions in medical sciences, echoing concerns still pertinent in contemporary academia. Additionally, it makes visible the power dynamics inherent in faculty–students relationships and the potential repercussions of authorship disputes on scholars' reputations. By drawing parallels between historical and modern authorship dilemmas, this study contributes to ongoing discussions on equitable authorship in scientific research and publishing. It not only highlights a historical precedent for the complex dynamics of mentor–mentee collaborations and authorship disputes but also illuminates how these practices continue to influence contemporary academic and publishing customs.
本文讨论了合作研究的历史背景和作者权之争,荷兰解剖学家和医生杰拉德-L-布莱斯(Gerard L. Blaes)与其东中欧导师丹尼尔-戈德克(Daniel Gödtke)在脊髓研究期间的复杂关系就是例证。该研究通过历史分析来揭示学术合作的动态,强调了师徒关系在科学进步中的重要意义以及知识交流的公共性。这种历史分析以原始资料和历史记录为基础。它强调了布莱斯为规避公众对开创性著作《Anatome medullae spinalis, et nervorum inde provenientium》(1666 年)作者的质疑而采取的策略。作为一名教师,他帮助自己的学生参加了一场公开辩论,以避免因该书的作者身份而引发的公开冲突。这最终导致了《Anatome medullae spinalis》两个不同版本的出版。第一个版本由导师和他的学生共同撰写,而后一个版本则完全归于导师。这一历史叙事提出了有关医学科学中个人贡献归属的基本问题,与当代学术界仍在关注的问题不谋而合。此外,它还揭示了师生关系中固有的权力动态以及著作权争议对学者声誉的潜在影响。通过将历史和现代的作者权困境相提并论,本研究为正在进行的关于科学研究和出版中公平作者权的讨论做出了贡献。它不仅强调了师徒合作和作者身份争议复杂动态的历史先例,还阐明了这些做法如何继续影响当代学术和出版习俗。
{"title":"Analysis of the ethical issues in authorship of collaborative research. Observations inspired by the historical case study of Gerard L. Blaes' (Blasius) claim to sole authorship of ‘Anatome medullae spinalis’","authors":"Katarzyna Pękacka-Falkowska, Danuta Raj, Jakub Węglorz","doi":"10.1002/ase.2435","DOIUrl":"10.1002/ase.2435","url":null,"abstract":"<p>This paper discusses the historical context of collaborative research and authorship disputes, exemplified by the complex relationship between Dutch anatomist and physician Gerard L. Blaes and his East-Central European mentee, Daniel Gödtke, during the study of medulla spinalis. The study employs historical analysis to unravel the dynamics of scholarly collaboration, emphasizing the significance of mentorship in scientific progress and the communal nature of knowledge exchange. This historical analysis is based on primary sources and historical records. It underscores Blaes's strategy to circumvent public confrontations regarding the authorship of the seminal work ‘Anatome medullae spinalis, et nervorum inde provenientium’ (1666). As a teacher, he facilitated his student's participation in a public disputation to avert public authorship conflicts over the book. This ultimately led to the publication of two distinct versions of ‘Anatome medullae spinalis.’ The first one was co-authored by the mentor and his mentee, while the latter was solely attributed to the mentor. This historical narrative raises essential questions about attributing individual contributions in medical sciences, echoing concerns still pertinent in contemporary academia. Additionally, it makes visible the power dynamics inherent in faculty–students relationships and the potential repercussions of authorship disputes on scholars' reputations. By drawing parallels between historical and modern authorship dilemmas, this study contributes to ongoing discussions on equitable authorship in scientific research and publishing. It not only highlights a historical precedent for the complex dynamics of mentor–mentee collaborations and authorship disputes but also illuminates how these practices continue to influence contemporary academic and publishing customs.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140943409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Renata Souza e Silva, Gustavo da Cunha Lima Freire, Gilberto Santos Cerqueira
Teaching human histology is part of understanding the tissues of the human body and, therefore, it is part of the training curriculum of all health courses. The increase in technologies and active teaching methodologies has a positive impact on student learning, as it reduces the challenges present in the subject. Therefore, this work aimed to compare the performance of students in the histology discipline, when compared to traditional teaching methodology and its association with game-based learning and a basic histology teaching platform. Three classes of the medical course were selected between the years 2022 and 2023, each of which was separated into a group. One group did not have access to any platform, being called the Traditional Group (TG), a group that used Kahoot!, being called the Kahoot Group (KG), and a group that used the teaching platform, being called the Histoatlas Group (HG). Both KG and HG groups showed greater effectiveness in learning and improved performance, when compared to TG. These improvements in KG and HG were also highlighted as learning aids and easy to use. KG students performed better in the practical test when comparing groups. However, this difference was not observed in the students’ averages. However, students pointed out the relevance of trying to improve the traditional teaching methodology. Therefore, this study points out that, even though the traditional teaching methodology is efficient in the student's teaching and learning process, there is a need on the part of students to make the subject more dynamic.
{"title":"The impact of the integration of digital platforms and active teaching strategies (Kahoot!) on the performance of Brazilian medical course students in the discipline of histology","authors":"Renata Souza e Silva, Gustavo da Cunha Lima Freire, Gilberto Santos Cerqueira","doi":"10.1002/ase.2433","DOIUrl":"10.1002/ase.2433","url":null,"abstract":"<p>Teaching human histology is part of understanding the tissues of the human body and, therefore, it is part of the training curriculum of all health courses. The increase in technologies and active teaching methodologies has a positive impact on student learning, as it reduces the challenges present in the subject. Therefore, this work aimed to compare the performance of students in the histology discipline, when compared to traditional teaching methodology and its association with game-based learning and a basic histology teaching platform. Three classes of the medical course were selected between the years 2022 and 2023, each of which was separated into a group. One group did not have access to any platform, being called the Traditional Group (TG), a group that used Kahoot!, being called the Kahoot Group (KG), and a group that used the teaching platform, being called the Histoatlas Group (HG). Both KG and HG groups showed greater effectiveness in learning and improved performance, when compared to TG. These improvements in KG and HG were also highlighted as learning aids and easy to use. KG students performed better in the practical test when comparing groups. However, this difference was not observed in the students’ averages. However, students pointed out the relevance of trying to improve the traditional teaching methodology. Therefore, this study points out that, even though the traditional teaching methodology is efficient in the student's teaching and learning process, there is a need on the part of students to make the subject more dynamic.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140911090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Skull anatomy is a difficult region for anatomy students to learn and understand but is necessary for a variety of health professional students. To improve learning, a 3D-printed human skull was developed, produced, and distributed to a course of 83 dental students for use as a take-home study tool over the 10-week anatomy course. The 70% scale human skull derived from CT data had a fully articulating mandible, simulated temporomandibular joint, and accurate cranial structures. At the course end, students completed a perception survey and responses were compared with those who made a grade of A, B, or C in the course. Students overall reported using the model less than 3 h per week, but those who scored an A in the course reported using the model more frequently than those who scored a B or C. Free responses revealed that students used the model in a variety of ways, but found that the model was quick and easily accessible to check understanding while studying at home in the absence of direct observation by faculty. Overall, this study provides evidence on the feasibility of large-scale 3D printing and the benefits of the use of a 3D-printed model as a take-home study aid.
头骨解剖是解剖学学生难以学习和理解的区域,但对各种健康专业的学生来说却是必要的。为了提高学习效果,我们开发、制作了一个 3D 打印的人类头骨,并分发给 83 名牙科学生,作为为期 10 周的解剖课程的带回家学习工具。根据 CT 数据制作的 70% 比例的人类头骨具有完全铰接的下颌骨、模拟的颞下颌关节和精确的颅骨结构。课程结束时,学生们填写了一份感知调查表,并与课程成绩为 A、B 或 C 的学生进行了比较。自由回答显示,学生使用模型的方式多种多样,但发现在没有教师直接观察的情况下,学生在家里学习时可以快速、方便地检查对模型的理解。总之,这项研究证明了大规模三维打印的可行性以及使用三维打印模型作为带回家学习的辅助工具的益处。
{"title":"Development, implementation, and perceptions of a 3D-printed human skull in a large dental gross anatomy course","authors":"J. Bradley Barger, Danielle N. Edwards","doi":"10.1002/ase.2434","DOIUrl":"10.1002/ase.2434","url":null,"abstract":"<p>Skull anatomy is a difficult region for anatomy students to learn and understand but is necessary for a variety of health professional students. To improve learning, a 3D-printed human skull was developed, produced, and distributed to a course of 83 dental students for use as a take-home study tool over the 10-week anatomy course. The 70% scale human skull derived from CT data had a fully articulating mandible, simulated temporomandibular joint, and accurate cranial structures. At the course end, students completed a perception survey and responses were compared with those who made a grade of A, B, or C in the course. Students overall reported using the model less than 3 h per week, but those who scored an A in the course reported using the model more frequently than those who scored a B or C. Free responses revealed that students used the model in a variety of ways, but found that the model was quick and easily accessible to check understanding while studying at home in the absence of direct observation by faculty. Overall, this study provides evidence on the feasibility of large-scale 3D printing and the benefits of the use of a 3D-printed model as a take-home study aid.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140875341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jon Cornwall, Thomas H. Champney, Sabine Hildebrandt, Brandi Schmitt, Bruce Wainman, Andreas Winkelmann
{"title":"Ethical considerations on the international transfer of donated bodies and body parts","authors":"Jon Cornwall, Thomas H. Champney, Sabine Hildebrandt, Brandi Schmitt, Bruce Wainman, Andreas Winkelmann","doi":"10.1002/ase.2418","DOIUrl":"10.1002/ase.2418","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140848755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy Beresheim, David Zepeda, Marissa Pharel, Tyler Soy, Adam B. Wilson, Christopher Ferrigno
Previous research suggests that underrepresentation in medical curricula perpetuates inequities in healthcare. This study aimed to quantify the prevalence of human phenotypic diversity (e.g., skin tone, sex, body size, and age) across 11 commonly used anatomy atlases and textbooks in pre-clerkship medical education, published from 2015 to 2020. A systematic visual content analysis was conducted on 5001 images in which at least one phenotypic attribute was quantifiable. Anatomy images most prevalently portrayed light skin tones, males, persons with intermediate body sizes, and young to middle-aged adults. Of the 3883 images in which there was a codable skin tone, 81.2% (n = 3154) depicted light, 14.3% (n = 554) depicted intermediate, and 4.5% (n = 175) depicted dark skin tones. Of the 2384 images that could be categorized into a sex binary, 38.4% (n = 915) depicted females and 61.6% (n = 1469) depicted males. A male bias persisted across all whole-body and regional-body images, including those showing sex organs or those showing characteristics commonly associated with a specific sex (e.g. for males, facial hair and/or muscle hypertrophy). Within sex-specific contexts, darker skin was underrepresented, but male depictions displayed greater overall skin tone variation. Although most images could not be assigned to a body size or age category, when codable, these images overwhelmingly depicted adults (85.0%; 482 of 567) with smaller (34.7%; 93 of 268) or intermediate (64.6%; 173 of 268) body sizes. Ultimately, these outcomes provide reference metrics for monitoring ongoing and future efforts to address representation inequalities portrayed in anatomical imagery.
{"title":"Anatomy's missing faces: An assessment of representation gaps in atlas and textbook imagery","authors":"Amy Beresheim, David Zepeda, Marissa Pharel, Tyler Soy, Adam B. Wilson, Christopher Ferrigno","doi":"10.1002/ase.2432","DOIUrl":"10.1002/ase.2432","url":null,"abstract":"<p>Previous research suggests that underrepresentation in medical curricula perpetuates inequities in healthcare. This study aimed to quantify the prevalence of human phenotypic diversity (e.g., skin tone, sex, body size, and age) across 11 commonly used anatomy atlases and textbooks in pre-clerkship medical education, published from 2015 to 2020. A systematic visual content analysis was conducted on 5001 images in which at least one phenotypic attribute was quantifiable. Anatomy images most prevalently portrayed light skin tones, males, persons with intermediate body sizes, and young to middle-aged adults. Of the 3883 images in which there was a codable skin tone, 81.2% (<i>n</i> = 3154) depicted light, 14.3% (<i>n</i> = 554) depicted intermediate, and 4.5% (<i>n</i> = 175) depicted dark skin tones. Of the 2384 images that could be categorized into a sex binary, 38.4% (<i>n</i> = 915) depicted females and 61.6% (<i>n</i> = 1469) depicted males. A male bias persisted across all whole-body and regional-body images, including those showing sex organs or those showing characteristics commonly associated with a specific sex (e.g. for males, facial hair and/or muscle hypertrophy). Within sex-specific contexts, darker skin was underrepresented, but male depictions displayed greater overall skin tone variation. Although most images could not be assigned to a body size or age category, when codable, these images overwhelmingly depicted adults (85.0%; 482 of 567) with smaller (34.7%; 93 of 268) or intermediate (64.6%; 173 of 268) body sizes. Ultimately, these outcomes provide reference metrics for monitoring ongoing and future efforts to address representation inequalities portrayed in anatomical imagery.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140831791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michelle D. Lazarus, Peter Douglas, Georgina C. Stephens
Clinical anatomy education is meant to prepare students for caring for the living, often by working with the dead. By their nature many clinical anatomy education programs privilege topographical form over the donor's humanity. This inbalance between the living and the dead generates tensions between the tangible and the spiritual insofar as semblances of the humanity of donors endure even in depictions and derivatives. This article argues that considering the relevance of spirituality, and what endures of a donor's humanity after death, would enhance contemporary anatomy education and the ethical treatment of human body donors (and derivatives). In developing this argument, we (the authors) address the historical connection between spirituality and anatomy, including the anatomical locations of the soul. This serves as a basis for examining the role of the mimetic—or imitative—potential of deceased human donors as representations of the living. We deliberate on the ways in which the depersonalization and anonymization of those donating challenge the mimetic purpose of human body donors and the extent to which such practices are misaligned with the health care shift from a biomedical to a biopsychosocial model. Weighing up the risks and opportunities of anonymization versus personalization of human body donors, we propose curricula that could serve to enhance the personalization of human donors to support students learning topographical form. In doing so, we argue that the personalization of human donors and depictions could prevent the ill effects of digital representations going “viral,” and enhance opportunities for donors to help the general public learn more about the human form.
{"title":"Personalization above anonymization? A role for considering the humanity and spirituality of the dead in anatomical education","authors":"Michelle D. Lazarus, Peter Douglas, Georgina C. Stephens","doi":"10.1002/ase.2431","DOIUrl":"https://doi.org/10.1002/ase.2431","url":null,"abstract":"Clinical anatomy education is meant to prepare students for caring for the living, often by working with the dead. By their nature many clinical anatomy education programs privilege topographical form over the donor's humanity. This inbalance between the living and the dead generates tensions between the tangible and the spiritual insofar as semblances of the humanity of donors endure even in depictions and derivatives. This article argues that considering the relevance of spirituality, and what endures of a donor's humanity after death, would enhance contemporary anatomy education and the ethical treatment of human body donors (and derivatives). In developing this argument, we (the authors) address the historical connection between spirituality and anatomy, including the anatomical locations of the soul. This serves as a basis for examining the role of the mimetic—or imitative—potential of deceased human donors as representations of the living. We deliberate on the ways in which the depersonalization and anonymization of those donating challenge the mimetic purpose of human body donors and the extent to which such practices are misaligned with the health care shift from a biomedical to a biopsychosocial model. Weighing up the risks and opportunities of anonymization versus personalization of human body donors, we propose curricula that could serve to enhance the personalization of human donors to support students learning topographical form. In doing so, we argue that the personalization of human donors and depictions could prevent the ill effects of digital representations going “viral,” and enhance opportunities for donors to help the general public learn more about the human form.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":7.3,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140831792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rijul Asri, Humberto Baquerizo, Mercedes Padilla-Register, Maria L. Soto-Greene, Jeremy J. Grachan
Many health professions schools host anatomy outreach sessions for high school students that utilize anatomical donors. However, teaching with anatomical donors for younger learners is uncommon. This study aimed to assess the comfort levels and experiences of students who attended the anatomy sessions as part of summer programs at Rutgers New Jersey Medical School. Younger learners (students entering grades 7–10; n = 25) and older learners (students entering grades 11–12; n = 33) completed pre- and post-session surveys about their comfort using a 5-point Likert scale. Before the sessions, most students felt comfortable or very comfortable learning from isolated organs (μ = 2.7, SD = 1.3) or full-body donors (μ = 2.4, SD = 1.4), even though most have never been to an anatomical donor lab before. After the sessions, the comfort level significantly increased for both isolated organs (μ = 3.3, SD = 1.1; p = 0.02) and full-body donors (μ = 3.1, SD = 1.2; p = 0.004). For isolated organs, there was no significant difference in the comfort level between younger and older learners before (p = 0.50) or after (p = 0.56) the sessions. Similarly, for full-body donors, there was no significant difference in the comfort level between younger and older learners before (p = 0.95) or after (p = 0.75) the sessions. Most students expressed that the experience was unique and positive. In conclusion, most students entering grades 7–12 felt comfortable learning from isolated organs and full-body anatomical donors prior to the sessions and felt more comfortable after the sessions. With this, anatomy outreach programs that utilize anatomical donors could be expanded to include younger learners to provide more dynamic teaching experiences for students of various ages.
{"title":"Comfort levels and experiences of middle school and high school age children in anatomical donor-based anatomy outreach sessions","authors":"Rijul Asri, Humberto Baquerizo, Mercedes Padilla-Register, Maria L. Soto-Greene, Jeremy J. Grachan","doi":"10.1002/ase.2430","DOIUrl":"10.1002/ase.2430","url":null,"abstract":"<p>Many health professions schools host anatomy outreach sessions for high school students that utilize anatomical donors. However, teaching with anatomical donors for younger learners is uncommon. This study aimed to assess the comfort levels and experiences of students who attended the anatomy sessions as part of summer programs at Rutgers New Jersey Medical School. Younger learners (students entering grades 7–10; <i>n</i> = 25) and older learners (students entering grades 11–12; <i>n</i> = 33) completed pre- and post-session surveys about their comfort using a 5-point Likert scale. Before the sessions, most students felt comfortable or very comfortable learning from isolated organs (<i>μ</i> = 2.7, <i>SD</i> = 1.3) or full-body donors (<i>μ</i> = 2.4, <i>SD</i> = 1.4), even though most have never been to an anatomical donor lab before. After the sessions, the comfort level significantly increased for both isolated organs (<i>μ</i> = 3.3, <i>SD</i> = 1.1; <i>p</i> = 0.02) and full-body donors (<i>μ</i> = 3.1, <i>SD</i> = 1.2; <i>p</i> = 0.004). For isolated organs, there was no significant difference in the comfort level between younger and older learners before (<i>p</i> = 0.50) or after (<i>p</i> = 0.56) the sessions. Similarly, for full-body donors, there was no significant difference in the comfort level between younger and older learners before (<i>p</i> = 0.95) or after (<i>p</i> = 0.75) the sessions. Most students expressed that the experience was unique and positive. In conclusion, most students entering grades 7–12 felt comfortable learning from isolated organs and full-body anatomical donors prior to the sessions and felt more comfortable after the sessions. With this, anatomy outreach programs that utilize anatomical donors could be expanded to include younger learners to provide more dynamic teaching experiences for students of various ages.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":5.2,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2430","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140831795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}