Anatomical Sciences Education最新文献

Teaching neuroanatomy presents multiple challenges to both students and teachers, as it is a subject with highly dense content that commonly causes the development of aversion by students, a phenomenon referred to as "neurophobia," which has been documented in human and veterinary medicine students. Concurrently, fixed parts of the nervous system are difficult to obtain and are highly fragile; therefore, constant maintenance and replacement of these parts are necessary. Additive manufacturing, also called three-dimensional (3D) printing, is an increasingly popular technology with multiple applications, including its use for the production of affordable, safe, durable, low-maintenance, and eco-friendly anatomical biomodels to reduce and replace the use of cadavers in anatomy teaching. This study aimed to describe the production process of three different biomodels of the dog brain analogous to biological models-namely, a six-part detachable color-coded biomodel, a transparent brain with the ventricular system highlighted inside, and a scaled-up isolated ventricular system biomodel. Biomodels present a good anatomical definition, are easy to manipulate, and allow for a different approach for visualizing the spatial relationship between the brain structures and the path of the cerebrospinal fluid through the ventricular system that transcends the simple reproduction of dissected cadaveric parts. These biomodels can be integrated with both traditional and alternative teaching methods, potentially reducing the occurrence of neurophobia and dependence on cadaver use.

The shortage of body donors remains a challenge for anatomy education in South Korea, despite growing public awareness. This study investigated sociodemographic, attitudinal, and experiential factors associated with willingness to donate among Korean adults. A total of 204 individuals aged 19 years or older completed a structured questionnaire on knowledge, perceptions, and willingness regarding body donation. Overall, 44.8% expressed willingness to donate, while 55.2% reported no willingness, with the most common motivation being contributions to medical advancement (83.9%). Logistic regression revealed a significant association with religious affiliation (overall p = 0.047), as individuals reporting no religion demonstrated markedly lower willingness than Protestants. Lower income and lower educational attainment were also associated with higher willingness to donate. No significant associations were found for sex, age, marital status, occupation, or self-rated health. Willingness to support a family member's donation was strongly associated with personal willingness (p < 0.001), whereas concerns about family grief or bodily integrity were not significant. Only one-third of participants had encountered publicity on body donation, and 69.6% perceived current promotional efforts as insufficient. These findings suggest that psychological and cultural factors-particularly religion, socioeconomic position, and familial attitudes-may exert greater influence on willingness than demographic characteristics alone. Targeted education and outreach addressing these factors may be essential to increase donation rates and ensure a sustainable supply of donated bodies for medical and healthcare education.

It has not happened yet, but it may be just around the corner: the development of thanabots, digital representations of deceased persons created by artificial intelligence (AI) technologies, and their adoption as educational adjuncts for students in anatomy education. To equip anatomy educators with information to allow them to assess this new technology, this article provides an overview of thanabot technology, together with practical and ethical considerations regarding their use in anatomy education. The new term "thanatobot" describes thanabot use in this hypothetical application. For instructive clarity, this thought experiment is limited to thanatobots trained on donors' medical records and supported by anatomy education software. If used, potential benefits might include enhancing learning via linking medical history to anatomical findings and clinical reasoning through personalized teaching assistance. They may support professional development by facilitating humanistic engagement and illuminating donors as people rather than objects. However, their use produces significant risks, including known adverse psychological effects. Thanatabots may inadvertently reduce donors to inauthentic digital proxies, paradoxically harming humanistic engagement, and negatively impacting learning outcomes. AI errors associated with generated content may hinder accurate learning, while cultural sensitivities around engagement with the dead may be violated. Further issues include identifying appropriate operational thanatobot parameters, ethical data management, concerns around appropriate consent, and a lack of legislative oversight. Any responsible educational use of thanabots in education must carefully explore their psychological and social impacts. Ethical, cultural, and pedagogical challenges around thanatobot development should be critically examined prior to any incorporation into anatomy education.

Anatomy is a foundational component of various medical and paramedical disciplines. Existing research has suggested that games or game elements can improve student interest in musculoskeletal (MSK) anatomy. This project builds on previous gamification and serious game work and incorporates new anatomy-based games into undergraduate anatomy education. Challenging structures and areas of difficulty were identified using previous years' exams. This informed the content and design of the games in this study: a modified Guess Who? and a group-based labeling exercise. Both were provided in optional study sessions available to students in an introductory undergraduate anatomy and physiology course. The data collected includes pre- and post-session questionnaires, labeling times, and midterm exam performance. Few participants reported previously incorporating games into their own MSK anatomy study time, but the majority believed that anatomy-specific games would positively improve their confidence, engagement, and motivation in the course (LIKERT scores all >4.5/5). The games improved students' self-perceived confidence (92% somewhat or strongly agree) and anatomy knowledge (100% somewhat or strongly agree), and provided opportunity for peer collaboration that is often missing in large undergraduate anatomy classes. There were, however, inconsistent effects in exam performance seen across different sections of the course (in-person vs virtual). These findings suggest that the benefits of educational games may depend on contextual factors that require further exploration. Future studies should also explore extending this approach to other challenging topics identified by students.

Histology education poses a unique challenge in anatomical sciences, particularly when teaching the gastrointestinal (GI) tract. We describe the rationale, development, and implementation of a serious game designed to enhance engagement and comprehension of GI histology through hands-on, collaborative learning. Developed for first-year graduate students in anatomical sciences, the activity integrates tactile model construction with guided discussion and a group quiz. We outline the instructional framework, session flow, and key reflections on logistical and pedagogical outcomes from the pilot implementation with 12 students. While preliminary assessments showed improved understanding and positive reception, this article focuses on the development process and broader implications for using serious games in histology education.

According to Nietzsche, "In every real [adult], a child is hidden that wants to play." In everyday life, playfulness and competition can make routine or dull tasks more engaging and can offer educators opportunities to engage a learner in a more entertaining or interactive manner. Learning anatomy in a meaningful and comprehensive manner requires an ability to memorize an enormous volume of material and then applying the foundational content to make sense of it within real-world applications. Adding game elements or gamification within a teaching and learning space requires considerations by educators on the most effective use of their time, ability, and resources, as well as a clear understanding of the purpose of gamifiying their class or laboratory. Drawing upon 25 years of experience and feedback in implementing gamification and real games for anatomy learners in class, laboratory, and review, this article provides multiple examples and reflections/criteria for when gamification within a curriculum is value-added. The author offers approaches for targeting recall, team building, learner engagement through in-class knowledge checks and review sessions, game assignments, and even critical thinking using bespoke anatomy games addressing real-world application scenarios. Examples include several simple and low-tech options, adaptations of existing games, as well as commercial or custom games, which can be implemented as competitions. The author provides reflections and implementation recommendations for these approaches, the use of reward systems as well as web resources for building, adapting, or utilizing games outright.