Anatomical Sciences Education最新文献

Ethnographers have constructed rich accounts of cultural settings since the early nineteenth century. A new approach, sensory ethnography, holds great promise for Health Professions Education scholars in its incorporation of the senses, particularly regarding anatomical teaching and learning. In this article, we describe sensory ethnography as a promising approach for anatomical sciences education research. We draw on our sensory ethnographic research on human donor learning programs to provide concrete examples of this approach in action, in all its complexity and promise. We explore how the senses can be woven into key phases of the research process and describe challenges and considerations we grappled with during our research. Finally, drawing on our research data, we offer five key ways sensory ethnography can elevate our understanding of Health Professions Education.

Narrative inquiry (NI) is a rich methodological approach centered around the analysis of stories. While NI has great value within health professions education research, it may be overwhelming for novice researchers (or those new to NI) to employ in practice. This article draws from the first author's doctoral study experiences alongside the supervisors (i.e., co-authors). By highlighting our decision-making processes, we aim to encourage researchers to consider using NI within their research contexts. This work also illustrates the value of NI within health professions education research. We discuss the main challenges we faced when using NI including the diversity of NI conceptualizations, the different definitions of a story, and the multitude of possibilities to approach data analysis. We then outline the approach we took to analyze narrative data (re-storying, narrative synthesis, and thematic analysis) and describe the process used to visually represent the data as journey maps, inspired by Kurt Vonnegut's "Cinderella" story. In doing so, we seek to demonstrate the potential for NI approaches to enrich the diversity, breadth, and depth of health professions education research and, by extension, influence educational practice.

Anatomy in Nazi Germany-in its work with bodies of the regime's victims-is arguably the most extreme example of state-sanctioned abuse of power over bodies of the dead in medicine. This history is highly relevant today because it contributed to the formulation of basic tenets of research ethics in the Nuremberg Code and allows for history-informed reasoning regarding anatomical body procurement and education. However, detailed information on anatomy institutes in Nazi Germany and its territories is often missing. This study offers first results of an investigation of activities at Breslau anatomy 1933 to 1945 (today Wrocław), including anatomists' politics and anatomical body procurement. In 1945, this anatomical institute ceased to exist when Breslau became Polish. Like their peers throughout Nazi Germany, Breslau anatomists coordinated the handover of bodies of the executed from prison with the authorities. Archival documentation reveals that Breslau anatomy received bodies of at least 30 executed prisoners. In addition, the body register of the city morgue was examined, disclosing the transfer of 442 unclaimed bodies to the anatomical institute from 1937 to 1944, more than half of them children. Also among them were 29 bodies of prisoners and Eastern European forced laborers. All these bodies were used in anatomy education, and the executed were preferred in research studies and dissertation theses, as documented in 16 publications. These findings confirm the close collaboration of Breslau anatomists with the Nazi regime, and their acceptance of the use of Nazi victims' bodies as an unquestioned professional opportunity.

Histology often challenges medical students due to its complex terminology and abstract visualization demands. Although various instructional innovations exist, multimodal frameworks that integrate technology with culturally relevant artistic expression remain underexplored, particularly in non-Western settings. This study evaluates a multimodal curriculum combining digital annotation, manual drawing, and culturally grounded batik-motif creation to enhance histology learning. A quasi-experimental mixed-methods study compared two medical student cohorts: a 2019/2020 conventional cohort (n = 232) receiving standard microscopy-based instruction and a 2022/2023 multimodal cohort (n = 248) engaging in digital annotation, manual drawing, and batik-motif design. Data sources included computer-based exam scores, survey responses (n = 169), content analysis of open-ended feedback, and faculty evaluations of student-produced batik designs. Students in the multimodal cohort achieved significantly higher exam scores (89.4 ± 8.7) than those in the conventional cohort (64.2 ± 11.8; p < 0.001; Cohen's d = 2.43). Digital annotation was rated as the most motivating component (91%), while batik design-despite being the most challenging-was valued by 60% of students for deepening histological understanding. Content analysis indicated that the batik task enhanced visual-spatial understanding (78%) and creative engagement (72%). Integrating batik-motif design within a multimodal histology curriculum was associated with improved performance, engagement, and pattern-recognition skills. This culturally informed approach provided complementary learning pathways that supported diverse learners and fostered creative-analytical integration. The model is adaptable to other cultural contexts through locally meaningful artistic traditions.

Growing medical school enrolments and limited resources challenge anatomy departments to deliver high-quality assessments, such as Objective Structured Practical Examinations (OSPEs). While OSPEs are reliable, they often increase student anxiety. Formative, peer-assisted OSPEs may mitigate this and enhance learning. Advances in digital anatomy, particularly high-fidelity 3D specimens, offer scalable alternatives to traditional prosections; yet, few studies compare digital and physical specimens in formative OSPEs led by near-peer assessors. This study examines first-year medical students' engagement with a near-peer, formative OSPE-style anatomy assessment using both modalities. In this mixed-methods study, students were assessed on knee anatomy using digital 3D specimens and shoulder anatomy using physical specimens, or vice versa. Quantitative data were analyzed using linear mixed-effects regression; qualitative data from postassessment surveys underwent thematic analysis. Students reported reduced stress, improved understanding of OSPE format, and identification of knowledge gaps. Nearly half were comfortable using digital specimens in future summative assessments, and all supported near-peer formative OSPEs. Performance was strong: Group 1 scored 8.3 (95% CI 8.1-8.5) and Group 2 scored 7.6 (95% CI 7.3-7.9). Scores across modalities were moderately correlated (r = 0.55) with no significant difference (95% CI -0.34 to 0.17). Modality effects varied by region: digital specimens favored the knee (mean difference = 0.56), physical specimens favored the shoulder (mean difference = -0.68). Near-peer, formative OSPE-style assessments using digital and physical specimens were well received. Comparable performance and positive feedback support digital anatomy platforms as valid, scalable tools in medical education.

This study used a mixed methods randomized controlled experimental design to evaluate the effectiveness of narrative-based versus traditional pedagogy in teaching cranial nerve anatomy to medicine students. Eighty-eight students who had completed a previous course on the nervous system were randomized into three groups: a control group receiving standard theoretical and practical anatomy instruction, a group using a mythological narrative ("Supper of Gods"), and a group using an animated sports-themed narrative ("Head Coach Hypoglossus"). Knowledge acquisition was assessed using pre- and post-intervention multiple choice tests, while qualitative data were collected using structured interviews in the narrative groups. Results showed no significant baseline differences between groups. Although all groups improved after training, only the Head Coach Hypoglossus group showed significantly higher post-test scores (mean 13.13 ± 1.73) compared with the control (10.39 ± 3.89) and mythological narrative (10.86 ± 2.54) groups (p < 0.01). Qualitative analysis revealed that most students in the narrative groups reported improved memorization, short-term recall, and motivation, with 62% citing easier recall and 68% describing increased engagement. However, some students found story creation challenging (45%) or time-consuming (38%), and a minority felt that the narrative approach could distract from the core content. In conclusion, the integration of animated, character-driven narratives (particularly the sports-themed approach) significantly improved short-term learning outcomes and student engagement compared to traditional and myth-based methods.

Rural regions face disproportionately high healthcare workforce shortages, driven in part by limited exposure to health sciences and minimal awareness of healthcare career pathways. This study evaluated whether introduction to anatomy and pathology content, delivered by medical students, could increase rural high school students' interest in these subjects and in pursuing healthcare careers. A one-group pretest-posttest preexperimental study was conducted with rural South Dakota high school students enrolled in mandatory biology courses. Weekly lessons covering anatomy, pathology, and related physician specialties were delivered live by medical students in-person, hybrid, or online. Students could request topics of personal interest. Unpaired pre- and postsurveys measured changes in anatomy and pathology interest, healthcare career interest, and postgraduation plans. Of 168 presurvey respondents, 155 completed the postsurvey. Reported prior anatomy exposure significantly increased from 33% to 50% (χ² = 8.84, p = 0.0029). Average anatomy and pathology interest increased slightly (6.43 to 6.52, p = 0.74), while healthcare career interest rose minimally from 44% to 46% (p = 0.84). Postgraduation plans showed no significant change (χ² = 0.339, p = 0.844). Qualitative feedback reflected strong engagement, enthusiasm for hands-on activities, and perceived personal relevance. Although the program significantly increased reported anatomy exposure and generated strong engagement, measurable changes in subject-specific or career interest were minimal. An anatomy and pathology-focused intervention is unlikely to influence workforce trends on its own but may serve as a feasible, well-received foundation for more sustained or broadened rural healthcare pipeline initiatives.