Anatomy Lesson Research Articles

RETENTION-BASED LEARNING: AN APPROACH TO MAXIMIZING STUDENT LEARNING OUTCOMES IN HIGH SCHOOL PLANT ANATOMY LESSON

Purpose – Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students’ learning outcomes compared to conventional learning without Retention-Based Learning. Methodology – A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students’ learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention- Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventyeight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings – This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance – This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.

Anatomy Lessons: Michele Beevors as Eco-Political Agent

This article responds to the large scale sculptural work by eco-political artist Michele Beevors, whose work has recently been extensively exhibited in New Zealand, Australia, and Austria. She brings her audience close to the tragedies of eco-extinction and the brutalities of human interaction with our vulnerable animal co-species. The article considers her work through four frames: 1. Violence: Dissection and Restitution; 2. Death: Specimen and Requiem; 3. Grief: Solastalgia and Entanglement; and 4. Labour: Materiality and Companionship. Through these four frames, the artist’s exploration of human relationships with non-human forms of life is highlighted as based in decolonial, feminist and activist values. The text includes memories and reflections from the author’s life where relevant to the themes presented by the artist.

Anatomy Practical Learning: Opinions of medical faculty year 2 students about anatomy practical course

Objective: With the development of technology, anatomy teaching methods have also been updated. In this direction, a different method was tried in practical lessons. It is foreseen that anatomy lessons will be more useful and laboratory lessons will be active and efficient. Students want to see themselves as an individual. Students want to transfer their thoughts and experiences in a positive or negative way during the education process. Contributing in this way motivates the student. The survey study aims to evaluate the thoughts and suggestions of the students.
 Material and Methods: A study was conducted on the practical anatomy courses of Ordu University Faculty of Medicine Term II students during the 2022-2023 academic year. A questionnaire study was organised to learn the student's perspective on the practice. A total of 16 questions were asked in the questionnaire. One of these questions was open-ended and the others were multiple choice questions. Except for the open-ended question, the other questions had to be answered. The survey questions were prepared from Google Forms application. The questionnaire prepared in this application was sent to the students via a link on the social platform.
 Results: In the questionnaire, the students were asked the question 'Which of the auxiliary resources do you mostly use? The expected frequency for the answer 'textbook' is 1.7. There is no difference between the answers given to this question in the whole population (p>0.05). In the questionnaire, the students were asked 'Do you find the question-answer (mini-exam) technique useful while teaching the laboratory course? The expected frequency of 'yes' answer is 12.8. There was no difference between the answers given to this question in the whole population (p>0.05).
 Conclusion: In conclusion, in this study, students were asked multifaceted questions related to the anatomy course. Positive and negative answers were received and evaluated. According to the results of the study, all opportunities should be used for anatomy lesson. Especially technology should be included in every stage of the course. Thus, anatomy can be taught more efficiently and continuously.

Who is who in Rembrandt's Painting “The Anatomy Lesson of Doctor Tulp” and Painting « The Anatomy Lesson of Doctor Dr Deyman» in Reflection of Philately

In this research article, its author presents the results of a study directly related to the identification of participants in an anatomy lesson conducted by Nicholas Tulp, in the famous painting by Rembrandt, in reflection of such collecting means as philately, faleristics and numismatics. The author of the article indicates all the characters in this picture, which are presented in the philatelic part of the collection collection, on postage stamps. In total, this article presents 44 collectible, philatelic, philocartistic, specimens, as well as 6 screenshot copies of paintings, old books and other color auxiliary illustrations.

Perceptions of Students and Teachers Regarding the Impact of Cadaver-Less Online Anatomy Education on Quality of Learning, Skills Development, Professional Identity Formation, and Economics in Medical Students.

Anatomy is one of the most important basic sciences in medical education and is the foundation for doctors to develop clinical skills. In the last few years, anatomy teaching has been transformed from hands-on practice into online modalities. In this study, we aimed to determine the perceptions of students and teachers about learning anatomy without using cadavers (cadaver-less) from a knowledge, technological, and humanistic perspective. The research was carried out in the Faculty of Medicine at Hasanuddin University, located in South Sulawesi, Indonesia, over a period from June to August 2021. A focus group discussion was extended to all medical students in their first year of study following their completion of online anatomy lessons. Furthermore, educators responsible for instructing anatomy in the initial year were sent an invitation to participate in a one-on-one interview with the principal investigator. In general, the results of the study complied with what has been known from the literature about the quality of online learning and its advantages and disadvantages. However, our discussions with students and interviews with teachers revealed that anatomy education without the use of cadavers is perceived as undesirable as it negatively impacts the identity formation of the future physician. It also takes away the opportunity for students to develop empathy for humanity.

Text-to-movie authoring of anatomy lessons

There is a need for a simple yet comprehensive tool to produce and edit pedagogical anatomy video courses, given the widespread usage of multimedia and 3D content in anatomy instruction. Anatomy teachers have minimal control over the present anatomical content generation pipeline. In this research, we provide an authoring tool for instructors that takes text written in the Anatomy Storyboard Language (ASL), a novel domain-specific language (DSL) and produces an animated video. ASL is a formal language that allows users to describe video shots as individual sentences while referencing anatomic structures from a large-scale ontology linked to 3D models. We describe an authoring tool that translates anatomy lessons written in ASL to finite state machines, which are then used to automatically generate 3D animation with the Unity 3D game engine. The proposed text-to-movie authoring tool was evaluated by four anatomy professors to create short lessons on the knee. Preliminary results demonstrate the ease of use and effectiveness of the tool for quickly drafting narrated video lessons in realistic medical anatomy teaching scenarios.

The Educational Impact of Radiology in Anatomy Teaching: A Field Study Using Cross-Sectional Imaging and 3D Printing for the Study of the Spine

Cross-sectional imaging and 3D printing represent state-of-the-art approaches to improve anatomy teaching compared to traditional learning, but their use in medical schools remains limited. This study explores the utility of these educational tools for teaching normal and pathological spinal anatomy, aiming to improve undergraduate medical education. A field study was conducted on a cohort of undergraduate medical students who were exposed to anatomy lessons of the spine considering three learning paradigms: traditional learning, cross-sectional imaging examinations, and 3D printed models. 20students (intervention group) received the three approaches, and other 20students (control group) received the conventional (traditional) approach. The students were examined through a multiple-choice test and their results were compared to those of a control group exposed to traditional learning matched by age, sex and anatomy grades. In addition, students in the experimental group were assessed for their satisfaction with each learning method by means of an ad hoc questionnaire. Students exposed to cross-sectional imaging and 3D printing demonstrated better knowledge outcomes compared to the control group. They showed high satisfaction rates and reported that these technologies enhanced spatial understanding and facilitated visualization of specific pathologies. However, limitations such as the representativeness of non-bone conditions in 3D printed models and the need for further knowledge on imaging fundamentals were highlighted. Cross-sectional imaging and 3D printing offer valuable tools for enhancing the teaching of spinal anatomy in undergraduate medical education. Radiologists are well positioned to lead the integration of these technologies, and further research should explore their potential in teaching anatomy across different anatomical regions.

‘The Effect of Distance Learning Anatomy Lesson on Dentistry Students in Natural Disasters such as Earthquakes’

Purpose: “Can distance education be an alternative
 solution for teaching anatomy lessons in natural disasters such
 as earthquakes?” The aim of this study is to bring the answer of
 the question to the literature with student opinions.
 Material and Method: 57 people from 2022-2023 spring
 semester first year dentistry students participated in the study.
 The answers given by female and male students to the questions
 asked about distance anatomy education applied after the
 earthquake disaster were compared with the chi-square
 analysis and the significance of these answers was examined.
 Results: A significant difference was found in the
 comparison of the answers given by male and female students
 to the 1st, 13th and 15th questions asked in the study using the
 chi-square test (p=0.044, p=0.016, p=0.014, respectively).
 Conclusion: The earthquake disaster in our country
 (February 6, 2023) has shown the fact that distance education
 can still be used as an alternative solution after the covid-19
 pandemic. Can distance education be blended with hybrid
 education for anatomy lessons, except in cases such as
 pandemics or natural disasters? Supporting this answer with
 student opinions and passing it on to the literature significantly
 affects future health education.

Finding the Most Effective Method in Anatomy Lesson in Nursing Education: A Comparison of Classical Lecture and Flipped Classroom

Objective: The objective of this research is to determine the comparative superiority between classical face-to-face education and flipped classroom models from the students' perspective. Methods: This educational intervention study involved 109 first-term students from Akdeniz University Faculty of Nursing who participated in all the discussed flipped training and classical lecture courses. The study included the administration of feedback forms and an exam. Results: The averages of the total student feedback scores for the classical lecture and flipped classroom were 45.9± 11.7 and 46.0± 8.5, respectively, and the difference between them was not statistically significant (student t-test, p=0.986). The mean of the knowledge acquisition test total scores were found to be 4.79 ± 1.62 and 4.82 ± 1.65, respectively, and the difference between them was not statistically significant (student t-test, p=0.872) Conclusion: In conclusion, the results suggest that while the flipped classroom approach does not negatively impact knowledge acquisition or student satisfaction compared to traditional lectures, it does not offer a significant overall advantage. Further research and exploration may be needed to fully understand the potential benefits and limitations of the flipped classroom model in enhancing critical thinking skills and knowledge absorption.

Attitudes of students who study in different departments against body donation

Objective: As technology continues to advance, alternative methods of cadaver education have emerged in anatomy lessons. However, cadaver dissection remains a fundamental component of medical education curricula worldwide. Material and Methods: This research was conducted among students enrolled in health sciences and other disciplines at İzmir Bakırçay University. A total of five hundred and eighty-four students took part in the study. The survey aimed to gather information on students' sociodemographic attributes and their perspectives regarding the potential donation of their and their family members' bodies for use as cadavers after their passing. Resuts: The analysis of the study's data revealed that students in both groups expressed a reluctance to donate their own bodies or those of their family members. Nonetheless, a majority of students emphasized the significance of cadaveric education, indicating that the willingness to donate cadavers could potentially rise with increased exposure to informative advertisements and comprehensive awareness campaigns. Conclusion: Despite the prevalent Islamic faith in Turkish society, survey findings indicate that religious beliefs do not significantly impede body donation. The study reveals that the primary deterrent to body donation in Turkey is the perceived lack of professionalism within the institutions accepting such donations. To enhance body donation rates in the country, a promising strategy involves launching comprehensive body donation campaigns through mass media, effectively showcasing the competence and professionalism of the parties involved in these initiatives.

An Anatomy Lesson for Democrats

Abstract The extensive political science, sociology, and legal literatures on democratic backsliding all tend to approach the issue in the same way: Start with a recent example of democratic decay. Then reason back from that example to generate a more extensive account of backsliding mechanisms or consequences. In contrast, Norwegian political scientist and sociologist Stein Ringen, in a book called How Democracies Live: Power, Statecraft, and Freedom in Modern Societies, offers a diagnosis of democratic backsliding that flips this standard sequence of analysis. Rather than beginning with case studies, Ringen offers an investigation of five “core” concepts of political theory. Those who seek to ameliorate democracy's current woes, he contends, should start with this sort of very general anatomy lesson. Only with the resulting conceptual map of political theory can they develop specific lessons for the task of managing democratic revival today. By negative implication, Ringen suggests, reformers will be led astray by starting with a specific case. The latter approach, he implies, causes them to overlook or misconstrue basic elements of the political order that must be fixed before the democratic ship can be righted. This review considers whether Ringen's anatomy-inspired method yields insights and, further, whether, more generally, an anatomical approach to political concepts can deepen our understanding of democracy and its present travails. It offers reasons for skepticism on both counts. It may well be possible to construct a taxonomy of political concepts to clarify the terms of democratic survival. But the specific taxonomy of core concepts offered in How Democracies Live does not plainly succeed.

AUGMENTED REALITY APPLICATION FOR PULMONARY AUSCULTATION LEARNING AID

AbstractDuring some applied anatomy lessons, physiotherapist students must develop a skill of locating and recognizing underlying anatomical elements, from surface palpations, or through clinical tools on their classmates. For this, precise procedures exist and students have to mobilize knowledge acquired from different types of resources: support documents from the teacher, anatomical charts (books, drawings, diagrams), dissection videos or even internet resources. They also need more practical time and exercises. The issues facing students relate to the availability of these resources during the procedure, their relevance, the mobilisation of resources to practice and the applicability in a real situation.This project stems from a desire to make Augmented Reality technology available to students, to help in learning precise clinical procedure, in our case the location of the auscultation points using a stethoscope. The aim would be to supplement the real environment of the student during his learning on a person, by the possibilities of having additional resources according to its needs (auscultation points superimposed on a 3D representation of the lungs).

Study on Motivation Factors and their Affectiveness among the Students of Anatomy

Background and Aim: The learning environment influences students' motivation, which is a critical factor of academic achievement. A variety of essential elements, including motivation, can influence student success in anatomy lessons. The present study aimed to assess various motivational factors and their effectiveness among anatomy students. Materials and Methods: This questionnaire based cross-sectional study was conducted on 140 students of anatomy in Faculty of Medicine, Gajju Khan Medical College Swabi and Gomal Medical College DI Khan. The motivation factors of anatomy students, various types of motivations, degree of motivation assessment, and improving the motivation by various parameters during their studies were assessed. SPSS version 27 was used for data analysis. Results: Of the total 140 anatomy students, there were 78 (55.7%) male and 62 (44.3%) female. The overall mean age was 22.52±4.68 years with an age range 18 years to 26 years. The overall response rate of the students was 90% (n=126). The distribution of students based on their motivational degree were as follows: 2 (1.4%) <20, 2 (1.4%) 20-40, 18 (12.9%) 40-60, 34 (24.3%) 60-80, and 84 (60%) 80-100. Male students were predominant than females. The motivation degree was 81.67% with no statistical significance between genders. Conclusion: The present study revealed that teachers may definitely target motivation as the most significant aspect to promote learning. A greater knowledge of the drivers and markers of motivation should help enhance medical student teaching to some extent. Keywords: Motivations, Anatomy students, improving learning

Perception and Attitude of First-Year Medical Students on Studying Human Anatomy Through Cadaver Dissection (Online Streaming) – A Survey Investigation

In medical colleges, cadaveric dissection is an effective anatomy teaching method. Cadaveric dissections put students at the center of learning and show structures in their natural environment. However, most students dislike autopsy dissection since it's tedious and time-consuming. Thus, our study examined first-year medical students' attitudes toward dissection to learn anatomy. After the semester, students received a 3-domain questionnaire on preparedness, attitude, and restrictions. All information was gathered and recorded anonymously using Google forms. Each domain has many questions that add up to a score that shows how well they are prepared and how far online learning can go. One hundred MBBS first-year students participated in online anatomy lessons. After online courses, consenting students completed Google feedback forms regarding their experiences, which were examined and quantified. One hundred students completed the questionnaire and provided comments. Online courses were the most fantastic method to study human anatomy in medical school, according to 97.2%. Only 32.8% of students were uneasy, utilizing visuals to illustrate the softer aspects. Students' emotions and attitudes during corpse dissection varied by gender. Online was more appealing to males than women. Students prefer online courses over image-based ones because of the flexibility of time management and seating configuration. The statistical analysis revealed significant gender-related inequalities in student opinions. Other medical students showed similar variances at various phases of the research. The online anatomy classes for AVMC&H medical students were easy and enjoyable and utilized the "steeplechase" method. Our study shows the pros and cons of online education. Trainers/instructors should examine using online live forms as an instructional tool in anatomy training and generate new anatomy-related films for formal live teaching in the medical curriculum to accomplish this goal. However, additional study is needed to determine how much online education affects student learning and training.

Theatermachine: Tadeusz Kantor in Context

Theatermachine: Tadeusz Kantor in Context

Rembrandt’s Anatomy Lesson of Dr. Tulp Revisited: Advancements in Teaching Anatomy and Neurobiology in an Integrated Medical Curriculum in the 21st Century.

The recent challenges in anatomy and neurobiology education in medical curricula have imposed a curricular redevelopment in delivery and content, incorporating modules in virtual anatomy and neurobiology, didactic lecture and enhanced cadaveric dissection in a state-of-the-art teaching and learning environment. The combined approach engaged active student participation at each phase of the course, incorporated clinical perspectives, emphasized valuable diagnostic and surgical techniques and procedures, and minimized noxious exposure to formaldehyde by using unembalmed cadavers in a laminar airflow environment. Finally, the objectives of emphasizing the importance of proficiency in anatomy knowledge in clinical medicine were accomplished well within the allocated one semester time frame, in a timely, cost and resource effective manner, and with demonstration of competency to standard during post laboratory examinations.

Clinical anatomy teaching: A promising strategy for anatomic education

BackgroundHuman anatomy is a predominant course that helps medical students enhance their performance in other clinical curricula. However, it is difficult for students to learn the relationship between anatomy and diseases, since the traditional teaching modality of anatomy courses does not contain enough clinical contents. Clinical anatomy education merges clinical diagnosis and treatment into anatomy learning. This study seeks to determine whether systematic clinical anatomy teaching can improve students’ performance and interest in anatomy courses. MethodsThis study was a retrospective study conducted at West China Medical School, Sichuan University. Medical students of the 8-year program who participated in the course “HUMAN MORPHOLOGY” in the academic years of 2014–2018 did not receive a systematic clinical anatomy course, while those in the academic years of 2018–2022 did. These two groups were involved to analyze their final examination. Then, a questionnaire for students in the academic year of 2021–2022 was conducted to assess their general satisfaction and opinions on the usefulness and learning modalities of clinical anatomy courses. ResultsStudents who received systematic clinical anatomy lessons performed significantly better than those who were not in the final examinations. The average grades were 73.64 and 79.90 in the 3rd semester of medicine (p < 0.0001) and 75.70 and 82.18 in the 4th semester of medicine (p < 0.0001) before and after 2018, respectively. The response rate of the questionnaire was 77.78%, and most of the students agreed that the clinical anatomy lessons were satisfactory, with 40 out of 71 (56.34%) strongly agreeing and 26 out of 71 (36.62%) agreeing. ConclusionClinical anatomy education should be more emphasized and merged into the gross anatomy curriculum owing to the better performance in the final examination and high rate of satisfaction.

Students’ Opinions on the Usage of Mobile Augmented Reality Application in Health Education

The use of mobile augmented reality technology has recently improved in education and training methods. Studies have shown that this new technology has a positive effect on education and students. This study aims to present a synthesis of the studies on mobile augmented reality in health education with a critical approach and to develop suggestions for future researchers. In addition, by presenting an application on the effect of the use of augmented reality in health education on the performance of students, it is aimed to investigate the students' perspectives on the use of this technology and its use as an educational tool in teaching-learning through students' perspectives. For this purpose, an anatomy application for anatomy lesson was designed with Unity 3B platform, Blender and After Effect, and 150 students studying at Vocational Department of Health Services were asked to experience the augmented reality application developed. Mobile augmented reality application was made available to students during the application process. as a result, “Student Views Questionnaire on the Use of Augmented Reality Application in Health Education” was applied. Frequency and percentage distributions were used to determine student views. The results obtained in the research show that students respond positively to the use of technology and they believe that the use of technology in the learning-teaching process will increase their performance.

"Ghost Readers": The Roth Society after Roth

"Ghost Readers"The Roth Society after Roth Matthew Shipe (bio) The email came in, as all the best emails do, toward the end of my office hours as I was getting ready to pack up for the day. Unless a paper deadline is approaching, my office hours tend to be quiet, a time when I should be getting work done, but that I usually spend going down various social media rabbit holes and scouring my office for something to eat. So, when the words "Lube Productions" popped up in my inbox I was intrigued. The opening was similarly promising: a simple, unadorned "Hi there." The message was direct: the good folks at Lube Productions were in the process of making a documentary on the history of masturbation and they wanted to know if I would participate. For a moment, I was apprehensive about what I had done exactly to get on Lube Productions' radar. I was, after all, named "Mr. Citizenship" of my high school class; this would not be a good look. It wasn't until the third paragraph that Philip Roth was mentioned and the reason for their request became a bit more clear. As President of the Roth Society, I felt that I had to accept this invitation. I thought of the sequence in The Anatomy Lesson (1983) where Nathan Zuckerman, having consumed far too many pills and too much vodka, pretends to be his nemesis, the literary critic Milton Appel, when traveling on a plane back to visit Chicago, where he had gone to graduate school. Zuckerman recasts the disapproving Appel as the proud publisher of a pornographic magazine named Lickety Split and goes on a wonderfully funny rant defending his fictional pornographic magazine to the horror of the person sitting next to him on the plane. This interview could be fun, I thought, and the sheer number of jokes it could engender was too enticing to pass up. (My office on campus has no windows—this seemed only appropriate for the department's newly minted Masturbation Studies expert.) That night, I responded saying that I would be happy to participate and mentally prepared for my close-up. My mother would be so proud. Unfortunately, but perhaps not surprisingly, I never heard back from Lube Productions (and, if they happen to read this essay, I'm still game). Such encounters, however, are part of the pleasure of being president of the Philip Roth Society, [End Page 84] and I find myself smiling when my involvement with the society begins to resemble something that Roth would have invented for one of his novels. In the years that I've been president, I find things like this happen with a bit more frequency. I recall a recent interview with an Italian journalist in the aftermath of the Blake Bailey scandal. It was sometime in year two of the pandemic, and I was on parental leave with our daughter, Hallie, and hadn't left the house or even showered in what felt like weeks. Over the fuzzy Zoom connection, I could see the journalist sitting near the oceanfront drinking a glass of wine and describing what sounded like an amazing evening of eating seafood, drinking good wine, and walking on the beach. The interviewer quizzed me on the Bailey scandal and how it had affected Roth's reputation. He was also very interested by the accusation in the Bailey book that when Roth was teaching at the University of Pennsylvania, he had given prettier female students priority when deciding who would get in off the wait list.1 "It is wrong to let the prettier girls in first, no? Yes? No? How would you respond?" I wasn't sure to how to reply—yes, it's wrong, but I was unsure if "yes" would accurately convey my meaning. Was "no" the correct answer? Help! I tried to respond but felt myself very distracted, and the view of the Mediterranean that I could spy in the background reminded me I had barely left the confines of my house in something like twenty months. I had never felt so grubby (or jealous) in my life, and I'm still...

Anatomy in the painting of Rembrandt Harmenszoon van Rijn

Works of art have a substantial impact on viewers not only because of the beauty of the image but also because of the dominance of the decisive moment they express. Rembrandt Harmenszoon van Rijn managed with his group portrait The Anatomy Lesson of Dr Nicolaes Tulp to draw viewers into the scene of dissection of a body thanks to the dynamics of the painted characters. At the beginning of the 16th century, the practice of public autopsies spread throughout Europe. In 1555, King Philip II granted the Guild of Surgeons in Amsterdam the privilege of dissecting executed criminals for educational and scientific purposes. Dissections were performed once a year during the winter months to prevent rotting and decomposition of corpses, and the procedure itself often lasted several days. Dr Nicolaes Tulp performed the autopsy of a hanged convict in 1632, which Rembrandt immediately painted. With this piece, the artist presented the beginning of a new pedagogical approach to teaching anatomy. The picture represents Dr Nicolaes Tulp instructing seven onlookers as he is dissecting a hand and showing the flexor digitorum superficialis.