On the Design and Delivery of Human Anatomy Courses in Canadian Kinesiology Programs

References

• Afsharpour, S., Gonsalves, A., Hosek, R., & Partin, E. (2018). Analysis of immediate student outcomes following a change in gross anatomy laboratory teaching methodology. The Journal of Chiropractic Education, 32(2), 98–106. https://doi.org/10.7899/JCE-17-7
   PubMedGoogle Scholar
• Ataman, R., & Ibey, R. J. (2022). Applying clinical reasoning theories to kinesiology: Advancing the education of future healthcare professionals. International Journal of Kinesiology in Higher Education, 6(3), 137–150. https://doi.org/10.1080/24711616.2021.1881418
   Google Scholar
• Ball, J. J., Petrocco-Napuli, K. L., & Zumpano, M. P. (2012). An international survey of gross anatomy courses in chiropractic colleges. The Journal of Chiropractic Education, 26(2), 175–183. https://doi.org/10.7899/JCE-12-004
   PubMedGoogle Scholar
• Basset, D. R., Fairbrother, J. T., Panton, L. B., Martin, P. E., & Swartz, A. M. (2018). Undergraduate enrollment and faculty resources in kinesiology at selected U.S. public universities: 2008-2017. Kinesiology Review (Champaign, Ill), 7(4), 286–294. https://doi.org/10.1123/kr.2018-0043
   Google Scholar
• Bergen, N., & Labonte, R. (2020). “Everything is perfect, and we have no problems”: Detecting and limiting social desirability bias in qualitative research. Qualitative Health Research, 30(5), 783–792. https://doi.org/10.1177/1049732319889354
   PubMed Web of Science ®Google Scholar
• Boone, T., & Boone, W. T., Jr. (2003). Why teach anatomy? Professionalization of Exercise Physiology Online, 6(3). https://www.asep.org/asep/asep/WhyTeachAnatomy.html
   Google Scholar
• Choi-Lundberg, D. L., Low, T. F., Patman, P., Turner, P., & Sinha, S. N. (2016). Medical student preferences for self-directed study resources in gross anatomy. Anatomical Sciences Education, 9(2), 150–160. https://doi.org/10.1002/ase.1549
   PubMed Web of Science ®Google Scholar
• Chrytas, D., Piagkou, M., Johnson, E. O., Tsakotos, G., Mazarakis, A., Babis, G. C., Nikolaou, V. S., Kaseta, M., & Natis, K. (2019). Outcomes of the use of plastination in anatomy education: Current evidence. Surgical and Radiologic Anatomy, 41(10), 1181–1186. https://doi.org/10.1007/s00276-019-02270-3
   PubMed Web of Science ®Google Scholar
• Chumbley, S. D., Devaraj, V. S., & Mattick, K. (2021). An approach to economic evaluation in undergraduate anatomy education. Anatomical Sciences Education, 14(2), 171–183. https://doi.org/10.1002/ase.2008
   PubMed Web of Science ®Google Scholar
• Craig, S., Tait, N., Boers, D., & McAndrew, D. (2010). Review of anatomy education in Australian and New Zealand medical schools. ANZ Journal of Surgery, 80(4), 212–216. https://doi.org/10.1111/j.1445-2197.2010.05241.x
   PubMed Web of Science ®Google Scholar
• Davis, C. R., Bates, A. S., Ellis, H., & Roberts, A. M. (2014). Human anatomy: Let the students tell us how to teach. Anatomical Sciences Education, 7(4), 262–272. https://doi.org/10.1002/ase.1424
   PubMed Web of Science ®Google Scholar
• Drake, R. L., McBride, J. M., & Pawlina, W. (2014). An update on the status of anatomy sciences education in United States medical schools. Anatomical Sciences Education, 7(4), 321–325. https://doi.org/10.1002/ase.1468
   PubMed Web of Science ®Google Scholar
• Elliott, D. (2007). Forty years of kinesiology: A Canadian perspective. Quest (National Association for Kinesiology in Higher Education), 59(1), 154–162. https://doi.org/10.1080/00336297.2007.10483544
   Google Scholar
• Evans, D. J., & Cuffe, T. (2009). Near-peer teaching in anatomy: An approach for deeper learning. Anatomical Sciences Education, 2(5), 227–233. https://doi.org/10.1002/ase.110
   PubMed Web of Science ®Google Scholar
• Giuriato, R., Strkalj, G., Meyer, A., & Pather, N. (2020). Anatomical sciences in chiropractic education: A survey of chiropractic programs in Australia. Anatomical Sciences Education, 13(1), 37–47. https://doi.org/10.1002/ase.1871
   PubMed Web of Science ®Google Scholar
• Gledhill, N., & Jamnik, V. R. (2009). Careers opportunities for exercise science/kinesiology graduates. The Health & Fitness Journal of Canada, 2(1), 25–28. https://doi.org/10.14288/hfjc.v2i1.24
   Google Scholar
• Lafave, M. R., & Tomkins-Lane, C. C. (2014). Survey of Canadian human anatomy courses in kinesiology and physical education. European Journal of Anatomy, 18(3), 199–204.
   Google Scholar
• McWatt, S. C. (2021). Responding to Covid‐19: A thematic analysis of students’ perspectives on modified learning activities during an emergency transition to remote human anatomy education. Anatomical Sciences Education, 14(6), 721–738. https://doi.org/10.1002/ase.2136
   PubMed Web of Science ®Google Scholar
• McWatt, S. C., Newton, G. S., Umphrey, G. J., & Jadeski, L. C. (2021). Dissection versus prosection: A comparative assessment of the course experiences, approaches to learning, and academic performance of non-medical undergraduate students in human anatomy. Anatomical Sciences Education, 14(2), 184–200. https://doi.org/10.1002/ase.1993
   PubMed Web of Science ®Google Scholar
• Pais, D., & Moxham, B. J. (2013). Should gross anatomy be taught systemically or regionally? European Journal of Anatomy, 17(1), 43–47.
   Google Scholar
• Pan, S. Q., Chan, L. K., Yan, Y., & Yang, X. (2020). Survey of gross anatomy education in China: The past and the present. Anatomical Sciences Education, 13(3), 390–400. https://doi.org/10.1002/ase.1952
   PubMed Web of Science ®Google Scholar
• Queiros, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369–387. https://doi.org/10.5281/zenodo.887089
   Google Scholar
• Richardson, N. S., Zwambag, D., McFall, K., Andrews, D. M., & Gregory, D. E. (2020). Exploring the utility and student perceptions of synthetic cadavers in an undergraduate human anatomy course. Anatomical Sciences Education, 14(5), 605–614. https://doi.org/10.1002/ase.2024
   PubMed Web of Science ®Google Scholar
• Roach, V. A., Mi, M., Mussell, J., Van Nuland, S. E., Lufler, R. S., DeVeau, K. M., Dunham, S. M., Husmann, P., Herriott, H. L., Edwards, D. N., Doubleday, A. F., Wilson, B. M., & Wilson, A. B. (2021). Correlating spatial ability with anatomy assessment performance: A meta-analysis. Anatomical Sciences Education, 14(3), 317–329. https://doi.org/10.1002/ase.2029
   PubMed Web of Science ®Google Scholar
• Rockarts, J., Brewer-Deluce, D., Shali, A., Mohialdin, V., & Wainman, B. (2020). National survey on Canadian undergraduate medical programs: The decline of the anatomical sciences in Canadian medical education. Anatomical Sciences Education, 13(3), 381–389. https://doi.org/10.1002/ase.1960
   PubMed Web of Science ®Google Scholar
• Shead, D. A., Roos, R., Oliver, B., & Ihunwo, A. (2018). Gross anatomy education for South African undergraduate physiotherapy students. Anatomical Sciences Education, 11(6), 554–564. https://doi.org/10.1002/ase.1763
   PubMed Web of Science ®Google Scholar
• Thomas, J. R. (2014). The public face of kinesiology in the 21st century. Quest (National Association for Kinesiology in Higher Education), 66(3), 313–321. https://doi.org/10.1080/00336297.2014.918894
   Google Scholar
• Wheeler, W., & Van Mullem, H. (2021). High-impact educational practices in kinesiology: Examples of curricular advancements to prepare students for the future of work. Kinesiology Review (Champaign, Ill), 10(4), 419–427. https://doi.org/10.1123/kr.2021-0047
   Google Scholar
• Wilson, A. B., Miller, C. H., Klien, B. A., Taylor, M. A., Goodwin, M., Boyle, E. K., Brown, K., Hoppe, C., & Lazarus, M. (2018). A meta-analysis of anatomy laboratory pedagogies. Clinical Anatomy (New York, NY), 31(1), 122–133. https://doi.org/10.1002/ca.22934
   PubMed Web of Science ®Google Scholar