Anatomical Sciences Education最新文献

During the COVID-19 pandemic, anatomy educators have demonstrated their ability to respond to face-to-face (F2F) teaching restrictions and offer emergency remote teaching and learning (ERTL) approach. Another educational model that was intensified during COVID-19 was blended learning (BL) which is a combination of F2F and online settings. Studies on the effects of the methods employed during COVID-19 pandemic on anatomy students' learning outcomes are sparse and show slightly similar but nuanced results. There is poor evidence on how the transition to online-only or to BL in response to COVID-19 impacted anatomy students' performance, cognitive load, and embodied learning. The main aim of this longitudinal study is to evaluate the effectiveness of ERTL and BL on anatomy performance in kinesiology students. The second aim of this study was to better understand students' performance in terms of cognitive load embodied learning, and the use of 3D digital tools. The results indicate no significant differences between F2F and ERTL students’ performance. However, the results yielded significantly better performance for the BL students in comparison with both F2F (p = 0.001) and ERTL cohort (p = 0.001). The rapid transition to online-only teaching and learning neither enhanced nor deteriorated students' performance. The BL modality appears to be the most efficient. Learning outcomes were discussed in relation to cognitive load, embodied learning, and the use of 3D digital tools.

Graduate anatomy courses should be designed based on several needs. These include preparation for how to study in medical school and other healthcare programs, integrating multiple ways of engaging with the material, including repetition for long-term retention, and training of anatomy educators. Our graduate anatomy course presents an example of a balanced course structure that caters to the varying needs of different learners and encourages interest in anatomy education as a profession. By refocusing graduate gross anatomy training, we aim to support learners pursuing fields that utilize anatomy, including healthcare professions as well as future content experts to address the shortage of qualified anatomy educators.

Learning cardiac morphology largely involves spatial abilities and studies indicate benefits from innovative 3D visualization technologies that speed up and increase the learning output. Studies comparing these teaching tools and their educational output are rare and few studies include complex congenital heart defects. This study compared the effects of 3D prints, mixed reality (MR) viewing of 3D meshes and standard cardiac CT slice images on medical students′ understanding of complex congenital heart defect morphology, measuring both objective level of understanding and subjective educational experience. The objective of this study was to compare morphological understanding and user experiences of 3D printed models, MR 3D visualization and axial 2D CT slices, in medical students examining morphological details in complex congenital heart defects. Medical students in the median 4th year of study (range 2nd to 6th) examined three of five different complex congenital heart defects by three different modalities: 3D printed model, MR viewed 3D mesh, and cardiac CT slices, answering a questionnaire on morphology and user experience. Time to complete task, diagnostic accuracy, and user experience data were collected and compared on group level. Task times were similar for all modalities. The percentage of correct answers was higher with MR visualization, which was also the preferred modality overall. Medical students both prefer and better understand the morphology of complex congenital heart disease with 3D models viewed using MR, without spending more time than with 3D prints or 2D CT images.

Peer-assisted learning and group facilitation have been proven to foster active participation in small-group learning, and these effective teaching modalities have been shown to enhance learning outcomes. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance and retention. Students were required to rotate through this facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, individual quiz grades, and retention quizzes sent 1 month after each quiz. Overall, the data revealed a significant increase in the overall combined quiz averages across the curriculum for facilitators compared to participants despite having no notable increase in preparation time (p = 0.004). While facilitators scored significantly higher on the course quizzes, the slight increase in their average retention quiz scores was not significant. This study was unable to identify any significant benefits to retention for either facilitators or participants. In all, this study suggests that a peer facilitation paradigm can be an effective educational modality for medical students, and future studies should explore ways to improve knowledge retention through this role.

Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

Health professions outreach programs are important avenues to increase interest in the fields of science, technology, engineering, and mathematics (STEM). One aspect of many of these programs is anatomy, which can be challenging to teach due to its scope. Creative teaching methods, such as the incorporation of examples from pop culture, can help students better access complex scientific concepts. This study aimed to assess the utility of a superhero-based anatomy curriculum as part of summer outreach programs at Rutgers New Jersey Medical School (NJMS). Students completed pre- and post-session surveys about their interest in the fields of STEM, their background knowledge of superheroes, and their thoughts on the effectiveness of using superheroes to learn anatomy. Prior to participating in the curriculum, most students were interested or very interested in the fields of STEM (72.4%). After the curriculum, most students (79.3%) reported that their interest expanded. Almost all students reported that the use of superheroes was beneficial to their learning experience (91.4%) and was preferred over traditional teaching methods (87.9%), despite not necessarily having existing background knowledge or interests in superheroes. Finally, some students felt that seeing the diverse identities of different superhero characters improved their ability to relate to the material. In conclusion, students felt that a superhero-based anatomy curriculum improved their interest in the fields of STEM and their learning experience. This suggests that creative teaching methods can effectively augment the existing mission of health professions outreach programs for a diverse group of students.

The intersection of anatomy and spirituality offers a profound exploration into how the physical and spiritual aspects of our being interrelate, enhancing our understanding of wholeness. These domains are often seen as distinct, with anatomy rooted in the tangible study of the human body, while spirituality is considered intangible and deeply personal. However, as our understanding of both fields has evolved, a more integrative approach is emerging, recognizing that the physical and spiritual are not separate but interconnected aspects of human experience. In this unique special issue, we explore the diverse ways in which spirituality influences the field of anatomy. To provide a comprehensive perspective, the issue is organized into three sections. The first section examines how spirituality shapes students' learning experiences in anatomy. The second section focuses on the role of religious beliefs in body donation practices. Finally, the third section considers the interplay between spirituality and culture, and how this dynamic has influenced the discipline of anatomy over time. This special issue emphasizes the connection between anatomy and spirituality, bridging the divide between the physical and spiritual dimensions of educators, students, body donors, and community members. More needs to be done in the future to embrace the connection between anatomy and spirituality and build upon it to advance our discipline.