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Delusions of Reference.
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-04 DOI: 10.1097/ACM.0000000000006015
Lisa Gong
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引用次数: 0
The Gift: Rediscovering the Joy of Medicine Through Education.
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-04 DOI: 10.1097/ACM.0000000000006014
L Elizabeth Moreno
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引用次数: 0
To Empty a Wheelchair: Looking Beyond the Hospital Doors.
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-04 DOI: 10.1097/ACM.0000000000006016
Madeline Blatt
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引用次数: 0
Cooking for One.
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-04 DOI: 10.1097/ACM.0000000000006017
Antonio Yaghy
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引用次数: 0
Using Hologram-Based Augmented Reality in Anatomy Learning: The TEACHANATOMY Randomized Trial.
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-03 DOI: 10.1097/ACM.0000000000006012
L Zingg, M Häusler, J Hein, S Jecklin, S Kottner, D Gascho, N Cavalcanti, P Voinov, T Götschi, F Carrillo, F Lagler, P Fürnstahl, M Farshad

Purpose: Augmented reality (AR) can generate realistic holograms overlaid on the real-word environment to provide an interactive learning experience. However, further research is needed to assess the impact of such technologies on knowledge acquisition. This study aims to evaluate the efficacy of an AR learning application in anatomy education.

Method: TEACHANATOMY, a controlled, randomized trial, was conducted from September 14-October 24, 2022, at the University of Zurich and Federal Institute of Technology. It included first- and second-year medical students with no prior anatomy education and compared learning with an interactive hologram-based AR learning application module incorporating adaptive learning technology and gamification elements with traditional learning (TL) methods, including textbooks, videos, and online resources. Forty-eight participants were randomly allocated to the AR or TL group. The primary outcome consisted of the scores on the theoretical and practical knowledge test sections. Secondary outcomes included adverse health symptoms and user experience.

Results: The AR group performed significantly better on both theoretical (median [IQR] scores: AR: 18.8 [16.6-20.0]; TL: 9.4 [7.7-11.3]; P < .001) and practical (AR: 14.0 [12.3-14.7]; TL: 5.0 [4.0-6.0]; P < .001) knowledge test sections. The most common adverse health symptoms were headache, reported by 13/24 (54.2%) TL participants and 9/24 (37.5%) AR participants, and fatigue, experienced by 13/24 (54.2%) TL participants and 2/24 (8.3%) AR participants. All participants evaluated learning with TEACHANATOMY as a positive experience, rating it as efficient and easy to understand. All participants agreed learning with AR can be beneficial in learning anatomy, with 89.6% (43/48) and 100% (48/48) expressing willingness to use AR as a learning tool for theoretical and practical anatomy learning, respectively.

Conclusions: Findings show a short-term learning benefit with the use of the TEACHANATOMY learning application, thus supporting the implementation of interactive hologram-based AR technologies to improve knowledge in anatomy education.

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引用次数: 0
Commentary on "Let Me Hold Your Breath".
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-03 DOI: 10.1097/ACM.0000000000005996
Anneliese Mair
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引用次数: 0
Training Medical Students to Address Cybersecurity Threats on Health Care Systems. 培训医科学生应对医疗系统的网络安全威胁。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-11-27 DOI: 10.1097/ACM.0000000000005936
Faraz Nadim Longi, Lav Patel, Jabir Ahmed
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引用次数: 0
Academic Medical Centers Must Lead in Firearm Injury Prevention Education.
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-11-13 DOI: 10.1097/ACM.0000000000005923
Zulfiqar Ali Lokhandwala, Joel R Burnett
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引用次数: 0
More Than Body Parts: A New Ethos of Anatomy Education. 不只是身体部位:解剖学教育的新风气。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-10-11 DOI: 10.1097/ACM.0000000000005901
Sabine Hildebrandt, Jon Cornwall, Thomas H Champney

Abstract: A new ethos of anatomy education goes beyond the learning of body parts in the traditional curriculum. In the traditional curriculum, the focus of only providing information on the structure of the human body left certain learning opportunities overlooked, marginalized, or dismissed as irrelevant; thus, opportunities to foster and shape professional attributes in health care learners were lost. Furthermore, changes in curricula structures and reductions in anatomy teaching hours have necessitated a transformation in how anatomy education is perceived and delivered. This article presents an examination of a contemporary ethos of anatomy education that draws together concepts from teaching theory, educational trends, and emerging research to maximize the anatomy learning experience with body donors. Social constructivism, the spiral curriculum, and the hidden curriculum can be leveraged to facilitate a unique educational experience. Furthermore, contemporary perspectives on the ethics and history of anatomy that support contextual learning indicate how these subjects are well suited to authenticate and consolidate learning, while supporting the relational and humanistic delivery of health care education. When anatomy education is conceptualized as a first clinical experience in a health care curriculum, it provides the opportunity to develop and enhance professional identity formation at a foundational stage. By embracing and incorporating a wider range of considerations into educational practice, a new ethos for anatomy education fosters history-informed professional identity formation that offers transformative learning opportunities for an ethical practice in the art of healing.

摘要:一种新的解剖学教育思潮超越了传统课程中身体部位的学习。在传统课程中,只注重提供关于人体结构的信息,导致某些学习机会被忽视、边缘化或被视为不相关而被驳回;因此,失去了培养和塑造卫生保健学习者专业属性的机会。此外,课程结构的变化和解剖学教学时数的减少使得解剖学教育的认知和交付方式发生了转变。这篇文章介绍了解剖学教育的当代思潮,它将教学理论、教育趋势和新兴研究的概念结合在一起,以最大限度地提高人体捐赠者的解剖学学习经验。社会建构主义、螺旋课程和隐性课程可以促进独特的教育体验。此外,支持情境学习的当代解剖学伦理和历史观点表明,这些学科如何非常适合验证和巩固学习,同时支持卫生保健教育的关系和人文关怀。当解剖学教育被概念化为医疗保健课程中的第一次临床经验时,它提供了在基础阶段发展和加强职业身份形成的机会。通过将更广泛的考虑纳入教育实践,解剖学教育的新精神促进了历史知识的专业身份形成,为治疗艺术的道德实践提供了变革性的学习机会。
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引用次数: 0
Analog Serious Games for Medical Education: A Scoping Review. 模拟医学教育严肃游戏:范围审查。
IF 5.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-03-01 Epub Date: 2024-11-11 DOI: 10.1097/ACM.0000000000005911
Sarah L Edwards, Aryana Zarandi, Michael Cosimini, Teresa M Chan, Monica Abudukebier, Mikaela L Stiver

Purpose: Serious games are increasingly used in medical education to actively engage learners. Analog serious games are a nondigital subset of serious games with specific purposes that go beyond entertainment. This scoping review describes the literature pertaining to analog serious games and provides recommendations regarding gaps and emerging directions for future research.

Method: The authors conducted a scoping review following the Arksey and O'Malley framework, searching 3 databases (MEDLINE, Embase, and CINAHL) for studies of analog serious games designed for physician-track learners published from January 2013 through December 2023. Two authors independently screened the titles and abstracts, whereas 1 of 5 authors screened each full text and extracted data from eligible records. The authors iteratively analyzed the data within numerous categories and coded the findings to examine how the field has evolved during the past decade.

Results: The searches retrieved 3,955 records with 865 duplicates. The authors reviewed 3,090 title and abstract records and 202 full-text records. Eighty-eight records met the inclusion criteria, including research reports, conference abstracts, descriptive reports, and short innovation reports. The peak years for publications were 2019 and 2023 (15 publications each). Fewer abstracts and articles were published during the beginning of the COVID-19 pandemic (i.e., 2020-2022). The most common scholarship type was description studies (63 [72%]), whereas the dominant game formats were board games (51 [58%]) and card games (33 [38%]). Most studies tested analog serious games with medical students (60 [68%]) and/or residents and fellows (39 [44%]), with numerous studies including mixed study populations.

Conclusions: This scoping review demonstrates moderate growth within the field of analog serious games, along with numerous opportunities for future research. Although analog game-based learning cannot entirely replace traditional pedagogical approaches, analog serious games have potential to meaningfully complement education for physician-track learners in all medical training stages.

目的:严肃游戏越来越多地用于医学教育,以积极吸引学习者。模拟严肃游戏是严肃游戏的一个非数字子集,具有超越娱乐的特定目的。本综述介绍了与模拟严肃游戏相关的文献,并就未来研究的差距和新方向提出了建议:作者按照 Arksey 和 O'Malley 的框架进行了一次范围界定综述,检索了 3 个数据库(MEDLINE、Embase 和 CINAHL)中自 2013 年 1 月至 2023 年 12 月期间发表的有关专为医生学习者设计的模拟严肃游戏的研究。两位作者独立筛选了标题和摘要,而 5 位作者中的一位则筛选了每篇全文,并从符合条件的记录中提取了数据。作者在众多类别中反复分析数据,并对结果进行编码,以研究该领域在过去十年中的发展情况:搜索共检索到 3,955 条记录,其中 865 条重复。作者审查了 3,090 条标题和摘要记录以及 202 条全文记录。88条记录符合纳入标准,包括研究报告、会议摘要、描述性报告和简短的创新报告。发表论文的高峰年份是 2019 年和 2023 年(各发表 15 篇论文)。在 COVID-19 流行初期(即 2020-2022 年)发表的摘要和文章较少。最常见的学术类型是描述性研究(63 [72%]),而主要的游戏形式是棋盘游戏(51 [58%])和纸牌游戏(33 [38%])。大多数研究对医学生(60 [68%])和/或住院医师和研究员(39 [44%])进行了模拟严肃游戏测试,许多研究还包括混合研究人群:本次范围界定综述表明,模拟严肃游戏领域正在适度发展,同时也为未来的研究提供了大量机会。虽然基于模拟游戏的学习不能完全取代传统的教学方法,但模拟严肃游戏有可能对所有医学培训阶段的医师学习者的教育起到有意义的补充作用。
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引用次数: 0
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Academic Medicine
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