Anatomical Sciences Education Research Articles

Introducing AnatomyGPT: A customized artificial intelligence application for anatomical sciences education.

Artificial intelligence (AI) technologies are poised to become an increasingly important part of education in the anatomical sciences. OpenAI has also introduced generative pretrained transformers (GPTs), which are customizable versions of the standard ChatGPT application. There is little research that has explored the potential of GPTs to serve as intelligent tutoring systems for learning the anatomical sciences. The objective of this study was to describe the design and explore the performance of AnatomyGPT, a customized artificial intelligence application intended for anatomical sciences education. The AnatomyGPT application was configured with GPT Builder by uploading open-source textbooks as knowledge sources and by providing pedagogical instructions for how to interact with users. The performance of AnatomyGPT was compared with ChatGPT by evaluating the responses of both applications to prompts of the National Board of Medical Examiners (NBME) sample items with respect to accuracy, rationales, and citations. AnatomyGPT achieved high scores on the NBME sample items for Gross Anatomy, Embryology, Histology, and Neuroscience and scored comparably to ChatGPT. In addition, AnatomyGPT provided several citations in the responses that it generated, while ChatGPT provided none. Both GPTs provided rationales for all sample items. The customized AnatomyGPT application demonstrated preliminary potential as an intelligent tutoring system by generating responses with increased citations as compared with the standard ChatGPT application. The findings of this study suggest that instructors and students may wish to create their own custom GPTs for teaching and learning anatomy. Future research is needed to further develop and characterize the potential of GPTs for anatomy education.

Anatomical Sciences Education Vol. 17, Issue 3, 2024 Cover Image

Anatomical Sciences Education Vol. 17, Issue 3, 2024 Cover Image

Anatomical Sciences Education Vol. 17, Issue 2, 2024 Cover Image

Anatomical Sciences Education Vol. 17, Issue 2, 2024 Cover Image

Anatomical Sciences Education Vol. 17, Issue 1, 2024 Cover Image

Anatomical Sciences Education Vol. 17, Issue 1, 2024 Cover Image

Anatomical Sciences Education Vol. 16, Issue 6, 2023 Cover Image

Anatomical Sciences Education Vol. 16, Issue 6, 2023 Cover Image

Survey response rates in health sciences education research: A 10-year meta-analysis.

Growth in the online survey market may be increasing response burden and possibly jeopardizing higher response rates. This meta-analysis evaluated survey trends over one decade (2011-2020) to determine: (1) changes in survey publication rates over time, (2) changes in response rates over time, (3) typical response rates within health sciences education research, (4) the factors influencing survey completion levels, and (5) common gaps in survey methods and outcomes reporting. Study I estimated survey publication trends between 2011 and 2020 using articles published in the top three health sciences education research journals. Study II searched the anatomical sciences education literature across six databases and extracted study/survey features and survey response rates. Time plots and a proportional meta-analysis were performed. Per 2926 research articles, the annual estimated proportion of studies with survey methodologies has remained constant, with no linear trend (p > 0.050) over time (Study I). Study II reported a pooled absolute response rate of 67% (95% CI = 63.9-69.0) across 360 studies (k), totaling 115,526 distributed surveys. Despite response rate oscillations over time, no significant linear trend (p = 0.995) was detected. Neither survey length, incentives, sponsorship, nor population type affected absolute response rates (p ≥ 0.070). Only 35% (120 of 339) of studies utilizing a Likert scale reported evidence of survey validity. Survey response rates and the prevalence of studies with survey methodologies have remained stable with no linear trends over time. We recommend researchers strive for a typical absolute response rate of 67% or higher and clearly document evidence of survey validity for empirical studies.

Anatomical Sciences Education Vol. 16, Issue 5, 2023 Cover Image

Anatomical Sciences Education Vol. 16, Issue 5, 2023 Cover Image

Anatomical sciences education needs to promote academic excellence of ethnic minority students-Evidence from Pasifika students at the University of Otago.

The Department of Anatomy at the University of Otago offers anatomical sciences education for various programs, but currently, little information is available on how the academic performance of anatomy students differ based on ethnicities. Here, we aim to determine if there is an ethnic disparity in academic performance among anatomy students at the University of Otago. We conducted a 5-year review of academic performance of New Zealand European (NZE) and Pasifika students in 10 undergraduate anatomy courses, including clinical anatomy, neuroscience, reproduction, cell biology, and biological anthropology. NZE students achieved higher marks than Pasifika students in each academic year for four courses and in 3-4 of 5 academic years for the remaining courses. In eight courses, there were higher proportions of Pasifika students than NZE students who repeated the courses (in 4-5 of 5 academic years for two courses, in 1-2 of 5 academic years for six courses). Multiple regression analyses showed that Pasifika students were more likely to achieve lower marks than NZE students in all courses. Other predictors for academic marks included year of study for five courses, age for three courses, international student status for two courses, major specialization for eight courses, home location for one course, and gender for one course. Data from this research provide evidence that ethnic inequity may exist in anatomical sciences education, and can be used by institutions globally to justify evaluating their anatomy programs, with the aim to better support ethnic minority students who may be struggling academically.

Anatomical Sciences Education Vol. 16, Issue 4, 2023 Cover Image

Anatomical Sciences EducationVolume 16, Issue 4 p. C1-C1 Cover ImageFree Access Anatomical Sciences Education Vol. 16, Issue 4, 2023 Cover Image First published: 21 June 2023 https://doi.org/10.1002/ase.2194AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume16, Issue4July/August 2023Pages C1-C1 RelatedInformation

Anatomical Sciences Education Vol. 16, Issue 3, 2023 Cover Image

Anatomical Sciences EducationVolume 16, Issue 3 p. C1-C1 Cover ImageFree Access Anatomical Sciences Education Vol. 16, Issue 3, 2023 Cover Image First published: 09 May 2023 https://doi.org/10.1002/ase.2192AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume16, Issue3May/June 2023Pages C1-C1 RelatedInformation

Anatomical Sciences Education Vol. 16, Issue 2, 2023 Cover Image

Anatomical Sciences Education Vol. 16, Issue 2, 2023 Cover Image

Practical anatomy classes: An alternative to improve the learning of middle school students.

Anatomy is the branch discipline focused on studying organisms' physical structures and parts. Although technological advances are broadening the anatomy study, the practices of prosection and dissection of human cadavers and animals remain a primary teaching method. Despite the large body of research supporting its benefits, in some countries, cadaveric prosection and dissection of vertebrate animals in secondary education have been banned. In the current study, to prevent a lack of access to anatomical sciences education, the use of plastinated biological specimens was proposed for teaching practical biology in middle and high schools. The study was conducted in the 2014 academic year. Eighty-seven middle school students participated in the experiment. Groups consisted of: (i) theoretical classes only; (ii) theoretical class plus prosection with fresh specimens class; (iii) theoretical class plus expository with plastinated specimens classes. A post-test grade method was used to assess the impact of such tasks on the learning experience of each group. An ANOVA test and multiple regression model were used to analyze the effects of the variables of interest. Our study highlighted that students who underwent the plastination practical class had higher overall performance and a higher mean post-test grade than those in the pure theoretical group. A favorable effect of a positive self-knowledge assessment on the students' performance was found, supporting the self-efficacy model of human behavior. Thus, the current study provides further evidence to support the use of plastinated specimens as an effective teaching method in countries where dissection is not feasible.

The role of a android robot’s skill as a teacher in anatomical sciences education: A new concept

The role of a android robot’s skill as a teacher in anatomical sciences education: A new concept - IJCAP- Print ISSN No: - 2394-2118 Online ISSN No:- 2394-2126 Article DOI No:- 10.18231/j.ijcap.2022.048, Indian Journal of Clinical Anatomy and Physiology-Indian J Clin Anat Physiol

An Innovative Master in Anatomy: Combining Anatomy With Educational Scholarship.

The purpose of this article is to describe the design of a unique, bilingual (English and French) Master of Applied Sciences (M.Sc.) in Anatomical Sciences Education (ASE) program at a Canadian postsecondary institution. Anatomy is a core foundational discipline that is essential to many undergraduate, graduate, and professional programs in the health sciences. However, the number of new individuals with the necessary knowledge base and the pedagogical training to teach cadaveric anatomy are in short supply and cannot satisfy the number of openings for trained educators in the field. The M.Sc. in ASE was created to meet the increasingly critical need for instructors trained in human anatomy. The program is designed to prepare students for a career teaching human anatomy to students in the health sciences, emphasizing hands-on cadaveric dissection. Moreover, this program aims to develop educational scholarship skills in trainees by leveraging faculty expertise in medical education research, particularly in the field of anatomy education research. This focus on scholarships will make graduates more competitive for future faculty positions. During their first year of the program, learners will develop clinically relevant anatomy knowledge, teaching skills, and anatomy education scholarship. In the second year, students will benefit from an immediate, hands-on application of this acquired knowledge. In the same year, students will serve as anatomy teachers in the faculty's Medical Program and conduct their education scholarship projects, culminating in a formal research paper. Although similar programs have been developed in recent years, this article provides the first description of the creation of a graduate program in anatomy education. It includes needs assessment, program development, challenges faced, and lessons learned during the approval process. The article serves as a valuable resource for other institutions aspiring to develop similar initiatives.

Digital Content in Anatomical Sciences Education

Digital Content in Anatomical Sciences Education

From the Editor-in-chief: Introducing the Special Issue “Advances in Anatomical Sciences Education”

From the Editor-in-chief: Introducing the Special Issue “Advances in Anatomical Sciences Education”

Anatomical Sciences Education Vol. 16, Issue 1, 2023 Cover Image

Anatomical Sciences EducationVolume 16, Issue 1 p. C1-C1 Cover ImageFree Access Anatomical Sciences Education Vol. 16, Issue 1, 2023 Cover Image First published: 09 January 2023 https://doi.org/10.1002/ase.2188AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume16, Issue1January/February 2023Pages C1-C1 RelatedInformation

Anatomy Outreach Through the World Anatomy Day Celebration in Universiti Sains Malaysia

Anatomy literacy among the medical community and general public appears to be declining, so the demand to create awareness of the importance of anatomy knowledge is increasing. The World Anatomy Day (WAD) celebration was launched in 2019 to acknowledge and advertise the importance of anatomy knowledge in the medical field. The Department of Anatomy in the School of Medical Sciences at Universiti Sains Malaysia took the initiative by organising WAD events before and during the COVID-19 pandemic. Prior to the COVID-19 restrictions, WAD had been celebrated as a live event by the lecturers and students who were gathered at the Anatomy Museum. During the pandemic, however, the event was hosted via an online platform. This commentary describes the benefits and challenges of this outreach for the stakeholders of anatomy education and the implications of the WAD celebration on anatomical sciences education.

Anatomical Sciences Education Vol. 15, Issue 6, 2022 Cover Image

Anatomical Sciences EducationVolume 15, Issue 6 p. C1-C1 Cover ImageFree Access Anatomical Sciences Education Vol. 15, Issue 6, 2022 Cover Image First published: 01 November 2022 https://doi.org/10.1002/ase.2231AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume15, Issue6November/December 2022Pages C1-C1 RelatedInformation

Anatomical Sciences Education Vol. 15, Issue 5, 2022 Cover Image

Anatomical Sciences EducationVolume 15, Issue 5 p. C1-C1 Cover ImageFree Access Anatomical Sciences Education Vol. 15, Issue 5, 2022 Cover Image First published: 05 September 2022 https://doi.org/10.1002/ase.2103AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume15, Issue5August/September 2022Pages C1-C1 RelatedInformation