Curricula in the health sciences have undergone significant change and reform in recent years. The time allocated to anatomical education in medical, osteopathic medical, and other health professional programs has largely decreased. As a result, educators are seeking effective teaching tools and useful technology in their classroom learning.

This edited book explores advances in anatomical sciences education, such as teaching methods, integration of systems-based components, course design and implementation, assessments, effective learning strategies in and outside the learning environment, and novel approaches to active learning in and outside the laboratory and classroom. Many of these advances involve computer-based technologies. These technologies include virtual reality, augmented reality, mixed reality, digital dissection tables, digital anatomy apps, three-dimensional (3D) printed models, imaging and 3D reconstruction, virtual microscopy, online teaching platforms, table computers and video recording devices, software programs, and other innovations. Any of these devices and modalities can be used to develop large-class practical guides, small-group tutorials, peer teaching and assessment sessions, and various products and pathways for guided and self-directed learning.

The reader will be able to explore useful information pertaining to a variety of topics incorporating these advances in anatomical sciences education. The book will begin with the exploration of a novel approach to teaching dissection-based anatomy in the context of organ systems and functional compartments, and it will continue with topics ranging from teaching methods and instructional strategies to developing content and guides for selecting effective visualization technologies, especially in lieu of the recent and residual effects of the COVID-19 pandemic. Overall, the book covers several anatomical disciplines, including microscopic anatomy/histology, developmentalanatomy/embryology, gross anatomy, neuroanatomy, radiological imaging, and integrations of clinical correlations.

Compares digital technologies used for virtual anatomy teaching Provides a guide for step-by-step incorporation of technology into biomedical education Describes how to use audience response technology and other forms of assessment in the learning environment

Autorentext

Dongmei Cui M.D (hon), Ph.D. is an Associate Professor at the University of Mississippi Medical Center. She led the development of 3D Virtual Anatomy Research Laboratory and mentors undergraduate students, graduate students (MS & PhD) and medical students conducting 3D educational research at the UMMC. Her educational research philosophy is to develop innovative 3D teaching tools to facilitate the acquisition of anatomical knowledge. The educational research papers from her laboratory have been published in several journals, one of them was selected as the cover page for Anatomical Science Education, and another was featured in the News Letter of the American Association of Anatomists (AAA). She was the lead author of the textbook titled "Atlas of Histology with Functional and Clinical Correlations." This textbook was ranked as one of the few leading histology textbooks by Doody's Core Titles library referral service in 2012 and 2016. The textbook has been translated into five languages (Spanish, Italian, Indonesian, complex Chinese and Turkish editions) and is currently used for teaching histology worldwide. Her "Histology Flash Cards with Clinical Correlations" was very popular among students. She is also the lead author of the recent textbook "Histology from a Clinical Perspective". Those works were published by Wolters Kluwer/Lippincott Williams and Wilkins. She has participated in national and international meetings as a presenter and invited speaker. She also helped to organize symposium for the international meetings and was chair/co-chair and speaker at the 18th and 19th Congress of the International Federation of Associations of Anatomists (IFAA), and 25th International Symposia on Morphological Sciences (ISMS). Dr. Cui is a member of the American Association of Anatomists and served on the editorial board of Journal of Anatomical Sciences Education (2018-2022). She is a leader for International Federation of Associations ofAnatomists Task Force to develop Core Syllabus for the Histology in Medical Curriculum. She teaches Histology and Cell Biology to medical students and graduate students. She teaches Microscopic Anatomy to dental students for many years. She has developed an integrated curriculum and has served as Course Director for pre-matriculation course and currently a course director for Medical Review of Histology/with Clinical Correlation course and Course Director for Dental Histology (Human Microscopic and Development Anatomy).

Edgar R. Meyer, M.A.T., Ph.D., is an Assistant Professor with an appointment in the School of Medicine, Department of Advanced Biomedical Education at the University of Mississippi Medical Center (UMMC). He also serves as the Director of the Master of Science in Biomedical Sciences (M.S.-BMS) Program in the School of Graduate Studies in the Health Sciences at UMMC. In this role, he engages in one-on-one advising with graduate students intending to enroll in health professional programs to pursue careers in the health sciences. His research interests revolve around virtual anatomy; diversity, equity, and inclusion; and outreach endeavors that serve K-12 student and teacher populations. He has experience teaching embryology, histology, gross anatomy, and/or neuroanatomy to medical, dental, physician associate, nurse anesthesia, and graduate students.

Prof. Paul M. Rea is Professor of Digital and Anatomical Education at the University of Glasgow. He is Director of Innovation, Engagement and Enterprise within the School of Medicine, Dentistry and Nursing. He is also a Senate Assessor for Student Conduct, Council Member on Senate and coordinates the day-to-day running of the Body Donor Program and is a Licensed Teacher of Anatomy, licensed by the Scottish Parliament.

He is qualified with a medical degree (MBChB), a MSc (by research) in craniofacial anatomy

Inhalt
Chapter 1. Past and Current Learning and Teaching Resources and Platforms.- Chapter 2. Developing a Flipped Classroom for Clinical Anatomy: Approaches to Pre-class Recordings and a Novel Approach to In-Class Active Learning.- Chapter 3. An Overview of Traditional and Advanced Visualization Techniques Applied to Anatomical Instruction Involving Cadaveric Dissection.- Chapter 4. Technology-Enhanced Preclinical Medical Education (Anatomy, Histology and Occasionally, Biochemistry): A Practical Guide.- Chapter 5. Integration of Gross Anatomy, Histology, and Pathology in a Pre-matriculation Curriculum: A Triple-Discipline Approach.- Chapter 6. Methods for Assessing Students' Learning of Histology: A Chronology over 50 Years!.- Chapter 7. Using Stereoscopic Virtual Presentation for Clinical Anatomy Instruction and Procedural Training in Medical Education.- Chapter 8. Creating Virtual Models and 3D Movies Using DemoMaker for Anatomical Education.- Chapter 9. Teaching Cellular Architecture: TheGlobal Status of Histology Education.