该杂志的目的是提供一个国际论坛，就与大体解剖学、胚胎学、组织学、神经科学、生物医学和生命科学的解剖学教育相关的主题进行基于证据的思想、观点、创新和研究交流。该杂志涵盖解剖科学教育的各个层次，包括本科、研究生、研究生、护理、联合健康、兽医、医学（对抗疗法和整骨疗法）和牙科。

The journal "Anatomical Sciences Education" aims to provide an international forum for the exchange of evidence-based ideas, perspectives, innovations, and research related to anatomical education in gross anatomy, embryology, histology, neuroscience, biomedical sciences, and life sciences. It covers all levels of anatomical sciences education, including undergraduate, graduate, nursing, allied health, veterinary, medical (including osteopathic and chiropractic), and dental education.

《Anatomical Sciences Education》旨在提供一个国际论坛，交流与大体解剖学、胚胎学、组织学、神经科学、生物医学和生命科学相关的解剖学教育主题的基于证据的思想、观点、创新和研究。该杂志涵盖了解剖科学教育的各个层次，包括本科、研究生、护理、联合健康、兽医、医学（包括对抗疗法和整骨疗法）以及牙科。

Anatomical Sciences Education

In recent years, China has been facing a shortage of cadavers for teaching medical students. A better comprehension of the attitudes and factors influencing the general public's opinion toward body donation would be invaluable for planning and implementing body donation programs. Although altruistic attitude and attitudes toward death have received considerable attention in recent years globally, they have been largely understudied in China. Herein, the potential relationship between attitudes toward altruism and death, and willingness toward whole-body donation in a sample of university students in Changsha City in China were analyzed. A multi-stage sampling method was adopted to recruit 478 Chinese college students from two universities: the Medical College of Hunan Normal University (n = 272) and the College of Civil engineering of Hunan University (n = 206). The study participants were assessed by a sociodemographic questionnaire, the Death Attitude Profile-Revised (DAP-R-C) questionnaire, and the altruism scale. Moreover, Chinese University students demonstrated moderate willingness to donate their bodies. The mean score of the willingness of study participants to donate their bodies was 3.138 ± 0.933 (5-point Likert scale). Acceptance toward death, gender, and type of university were positive factors, whereas fear of death negatively affected willingness toward body donation. Regression analysis showed that factors, including gender (β = 0.237), type of university (β = 0.193), natural acceptance (β = 0.177), and fear of death (β = -0.160) influenced willingness toward body donation. Overall, the present study provides hitherto undocumented evidence on factors influencing willingness toward body donation among Chinese university students, which can assist in designing public awareness programs for encouraging body donation.

Ying He

Qian Liu

Hong Wen

Liming Yuan

Chuhong Luo

Rong Yuan

ZhiYong Xiao

Lun Li

Anatomical Sciences Ed

The relationship between body donation and attitudes toward death and altruism in Changsha City in China

Competition is a key element in many educational games and is often adopted by educators in an effort to motivate and excite their students. Yet, the use of academic competition in educational institutions remains the subject of much debate. Opponents argue that academic competition causes an increase in student anxiety and divides their attention. However, if the contexts of academic competition are defined, could the inclusion of a game‐like competition in a university course be a viable and beneficial method of engaging students? Students ( n = 67) were recruited from an undergraduate human anatomy course at Western University. Using a crossover design, students were exposed to a competitive tournament either at the time of their first term test or second term test. The anatomical knowledge of participating students was assessed prior to the start of the study using a baseline anatomy test. Following treatment with an online competitive anatomy tournament, student's term test grades and final course grades were analyzed. Both the second term test scores (F(2,64) = 3.743, P = 0.029) and overall course grades (F(2,64) = 3.356, P = 0.041) were found to be significantly different ( P &lt; 0.05) for individuals in the competitive group when compared to their non‐competing peers. As suggested by the literature where organized competition in the classroom correlates to improved academic performance, this study uncovered significant results pertaining to increased academic performance resulting from participating in tournament‐based competition. In light of these positive results, further exploration of the effects of academic competition on student performance across age brackets and disciplines is warranted. Anat Sci Educ 8: 404–412. © 2014 American Association of Anatomists.

Sonya E. Van Nuland

Victoria A. Roach

Timothy D. Wilson

Daniel J. Belliveau

Head to head: The role of academic competition in undergraduate anatomical education

头对头：学术竞争在本科解剖学教育中的作用

Abstract The traditional approach of using PowerPoint (PPT) presentations in medical imaging theory classes hinders the spatial thinking ability of most students. Consequently, the learning outcomes are often unsatisfactory. This article proposes a naked eye three‐dimensional (3D) medical imaging teaching assistant app based on augmented reality (AR) technology to enhance learning interest, teaching interaction, and effectiveness. The control group consisted of 50 undergraduate students from the 2018 clinical medicine major who receive traditional teaching, while the experimental group includes 52 undergraduate students from the 2019 cohort who utilize an AR‐based naked eye 3D teaching assistant app in addition to traditional teaching methods. Based on Bloom's cognitive learning taxonomy ( Remember, Understand, Apply, Analyze, Evaluate, and Create ), corresponding teaching curricula and assessment methods were designed in order to achieve more in‐depth learning of the curriculum. The evaluation of the teaching effectiveness between the two groups relied on exam scores and student satisfaction questionnaires, with statistical analyses conducted using t ‐test and Mann–Whitney U ‐test in SPSS. The experimental group and control group showed statistically significant differences in the theoretical examination scores (62.06 ± 3.06 vs. 59.82 ± 3.38), practical testing scores (22.90 ± 2.35 vs. 21.06 ± 2.65), and total scores (84.96 ± 4.58 vs. 80.88 ± 6.01). Likert scores showed the experimental group scored significantly higher in enjoyment, satisfaction, participation, efficiency, and understanding. They also reported high convenience scores for the app and desired continued use. The naked eye 3D teaching assistant system is an innovative and effective teaching model for undergraduate medical imaging education, enhancing student interest, student interaction, and teaching effectiveness and promising future applications.

Li‐Na Ma

Rui Peng

Jing‐Ji Xu

Qing‐Ling Yang

A‐Ceng Li

Ye Han

Lei Yuan

Fan Shen

Dan‐Qing Yin

Min‐Wen Zheng

Ya‐Yu Huang

Jing Ren

Naked eye three‐dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study

裸眼三维教学辅助系统在本科医学影像教育中的应用：一项试点研究

Abstract Anatomy forms the foundation for the training and execution of routine surgical procedures. However, a gap persists in effectively bridging anatomical knowledge with the confident performance of procedures. Virtual simulation (VS) techniques, based on experiential and situated learning theory, hold promise in addressing this challenge. Apicoectomy, a procedure involving root apex resection to preserve a tooth, requires a blend of regional and dental anatomy knowledge, making it an ideal model for assessing the effectiveness of VS. This prospective cohort study evaluated primarily the enhancement of incorporating VS training in the preclinical skill training of apicoectomy for undergraduate dental students, compared to relying solely on traditional methods. VS training includes the simulated dissection process, patient examination, and apicoectomy based on graphically synthesized virtual models. Secondly, the study investigated the influence of exposure to VS training on students' confidence and satisfaction. The training was divided into three progressive levels aligned with students' cognitive processes, employing Miller's competence learning framework. Participants were categorized into the control group (CG) ( n = 214) and VS training group (VSTG) ( n = 220) based on their classes. The results demonstrated that VSTG showed significantly greater training enhancement (VSTG: 7.14 ± 1.74; CG: 6.57 ± 2.02, p = 0.002) and higher confidence levels (VSTG: 2.94 ± 0.13; CG: 2.69 ± 0.13, p &lt; 0.001), along with greater satisfaction with the training compared to the CG (VSTG: 3.70 ± 0.18; CG: 3.20 ± 0.17, p &lt; 0.001). In conclusion, VS proves to be a valuable adjunct for enhancing procedural skill training in surgical procedures.

Liu Liu

Yue Chen

Yubin Cao

Lei Yang

Yiyan Yang

Yantong Li

Dingming Huang

Ling Ye

Qinghua Zheng

From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy

从解剖学到手术：虚拟模拟辅助传统方法在根尖切除术临床前培训中的有效性

The first experience of medical students in the dissecting room (DR) is a challenging event. Few data exist around whether or how culturally appropriate support is required in the DR for students from ethnic minorities. This pilot study explored Pasifika (peoples with heritage from the Pacific Islands) students' first experience of the DR and exposure to body donors to explore cultural perspectives around this event. Participants were second year Pasifika medical students with no prior engagement with body donors. Following a first exposure to body donors, semi-structured face-to-face interviews were conducted. Questioning explored how Pasifika students experienced initial DR engagement in regard to Pasifika culture and cultural safety. Interviews were recorded, transcribed, and analyzed thematically. Eight Pasifika students were interviewed (ages 18-32 years, mean 21.3 years, five females); mean interview duration 24.5 min. Four themes were identified: cultural observations, student behaviors, cultural safety, and cultural comfort. Dominant messages included the cultural challenges presented by this event, conformity of cultural behavior, identification of cultural safety being appropriate, and illumination of potential cultural support strategies. Current mechanisms supporting cultural safety were identified as adequate, which juxtaposed against behavior where students could not act in a culturally authentic manner. Suggestions were made around improving cultural comfort, such as the presence of elders or Christian-focused elements such as prayer. Enhanced cultural support could increase cultural comfort for the initial DR and body donor experience of Pasifika students, which may facilitate increased cultural knowledge and promote cultural diversity within the medical student cohort.

Jacob Madgwick

Lynley Anderson

Jon Cornwall

Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety

解剖室内与遗体捐献者初次接触时支持少数族裔文化：一项探索太平洋医学学生文化与文化安全视角的试点研究

Rūta Šlapkauskaitė

Editorial Board and Table of Contents

编辑委员会及目录

Abstract Metacognition includes the processes that learners use to plan, monitor, and assess their learning and is tied to academic performance and growth‐oriented attitudes toward learning. Learning anatomy presents challenges to learners at all levels, and for many, necessitates a change in learning strategies and metacognitive awareness. We sought to examine whether structured metacognitive training situated in an undergraduate anatomy course could improve these skills. At the beginning and end of the course, students completed the Metacognitive Awareness Inventory (MAI) and several short free response questions. Individually matched pre‐and post‐course MAI scores were compared using paired‐sample t‐tests. The authors conducted a directed content analysis for the free response questions using the “knowledge of cognition” (KC) and “regulation of cognition” (RC) domains and their associated subcategories. All three KC subcategories showed statistically significant increases from pre‐ to post‐course questionnaires. Effect sizes were small to moderate. Only two of five RC subcategories showed significant differences between pre‐ and post‐course questionnaires: Information Management strategies and Evaluation. Directed content analysis revealed that students displayed an increase in metacognitive knowledge, particularly in the KC domain. Although RC developed for some learners, others also had insightful comments about challenges in this area—particularly regarding planning, motivation, and focus while learning independently. These results show that metacognitive training in an undergraduate anatomy course can improve students' metacognitive awareness. However, more targeted, specific strategies may be useful to develop students' metacognitive regulation.

Aidan A. Ruth

Kristina Dzara

Incorporating structured metacognitive training into an undergraduate anatomy classroom

将结构化元认知训练融入本科解剖学课堂

Abbreviation	Anat. Sci. Educ.
Journal Impact	5.04
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q1)

ISSN	1935-9772, 1935-9780
h-index	71
Top Journals	Yes

Publication Information	Publisher: John Wiley & Sons Inc.，Publishing cycle: Bimonthly，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2008，Proportion of original research papers: 90.91%，Self Citation Rate:32.70%， Gold OA Rate: 38.49%
Average recruitment ratio	网友分享经验：容易

Anatomical Sciences Education

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Share Submission Experience

The relationship between body donation and attitudes toward death and altruism in Changsha City in China

Head to head: The role of academic competition in undergraduate anatomical education

Naked eye three‐dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study

From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy

Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety

Supporting minority cultures during initial engagements with body donors in the dissecting room: A pilot study exploring perspectives of Pasifika medical students around culture and cultural safety

From anatomy to surgery: Effectiveness of virtual simulation adjuvant to traditional methods in the preclinical training of apicoectomy

Naked eye three‐dimensional teaching assistant system applied to undergraduate medical imaging education: A pilot study

Editorial Board and Table of Contents

Incorporating structured metacognitive training into an undergraduate anatomy classroom