Results 191 to 200 of about 142,859 (250)

‘SOMS BrainSpace’: A digital serious game for undergraduate neuroscience

Anatomical Sciences Education, EarlyView.
Abstract Neuroanatomy is challenging for many undergraduates, requiring strong visuospatial skills and a deep understanding of complex concepts. This study developed and evaluated SOMS BrainSpace, a digital serious game for neuroanatomy education, using a mixed methods approach.
Anthony Tran, Jin Y. Huang, Craig R. Campbell, Elizabeth M. Hegedus   +3 more
wiley   +1 more source

Exploiting facial emotion recognition system for ambient assisted living technologies triggered by interpreting the user's emotional state. [PDF]

Front Neurosci
Russo S, Tibermacine IE, Randieri C, Rabehi A, Alharbi AH, El-Kenawy EM, Napoli C.   +6 more
europepmc   +1 more source

Community building through play: Development and design of a board game for review in an undergraduate anatomy course

Anatomical Sciences Education, EarlyView.
Abstract Engaging students and fostering interactions can be a challenge in large enrollment, foundational‐level, undergraduate anatomy classes. Despite the active learning environment of the anatomy laboratory, students often struggle to find study partners or even speak to fellow learners in a large classroom.
Kristin Stover, Vanessa Kruk, Jenna Kuczek   +2 more
wiley   +1 more source

Facial emotion recognition, affective empathy and psychosocial functioning in euthymic BD-I. [PDF]

J Neuropsychol
Zyto S, Jabben N, Nugter A, Schulte PFJ, Kupka RW, Schouws S.   +5 more
europepmc   +1 more source

Using artificial intelligence thanabots as “thanatobots” to assist anatomy learning and professional development: Ghosts masquerading as opportunity?

Anatomical Sciences Education, EarlyView.
Thanabots—AI‐generated digital representations of deceased donors—could enhance anatomy education by linking medical history with anatomy and fostering humanistic engagement. However, their use poses ethical questions and carries psychological risks, including issues around consent, authenticity, and emotional harm.
Jon Cornwall, Sabine Hildebrandt
wiley   +1 more source

Cross-country variance in facial emotion recognition in presymptomatic and symptomatic behavioral variant frontotemporal dementia: Insights from the GENFI and ReDLat consortia. [PDF]

Alzheimers Dement
de Boer L, Jiskoot LC, Seelaar H, van Swieten JC, Ibanez A, Maito M, Fittipaldi S, De Houwer JFH, Swartenbroekx T, Boesjes PA, Convery RS, Ferry-Bolder E, Foster P, Bouzigues A, Chisman-Russell L, van den Berg E, Papma J, Franzen S, Bourdage R, Rowe JB, Borroni B, Galimberti D, Tiraboschi P, Masellis M, Finger E, Laforce R, Graff C, Gerhard A, Sanchez-Valle R, Mendonça A, Moreno F, Synofzik M, Vandenberghe R, Ducharme S, Le Ber I, Levin J, Lebouvier T, Nacmias B, Otto M, Butler CR, Santana I, Bertoux M, Tartaglia MC, Rohrer JD, Poos JM, GENFI Consortium.   +45 more
europepmc   +1 more source

Trauma‐informed bequeathed body donor meeting sessions: A guide for creating a supportive and humanistic anatomy laboratory

Anatomical Sciences Education, EarlyView.
Abstract Anatomy educators are increasingly seeking approaches that honor the humanity of body donors while supporting learners through their first encounters in the gross anatomy lab. We describe a comprehensive donor meeting session, implemented in both dissection and prosection curricula at two North American medical schools, that prepares students ...
Bryn Bhalerao, Catherine Belling, Angelique N. Dueñas, Charys M. Martin, Andrew M. Deweyert   +4 more
wiley   +1 more source

Modelling learning trajectories of facial emotion recognition training in autistic children

Mahmoud O, Hoxha D, Penton-Voak IS, Jarrold C, Munafò MR, Attwood AS, Reed ZE.   +6 more
europepmc   +1 more source

Impact of mask use on facial emotion recognition in individuals with subclinical social anxiety: an eye-tracking study. [PDF]

Cogn Res Princ Implic
Wo JWY, Liao W, Hsiao JH.
europepmc   +1 more source

Moving beyond neurophobia to cultivate the neuroquisitive learner

Anatomical Sciences Education, EarlyView.
Abstract “Neurophobia,” a pervasive fear of the neurological sciences, poses a significant barrier in medical education, affecting learners and physicians worldwide. Its consequences are far‐reaching, contributing to a limited neurology workforce and diminished confidence among non‐specialists in managing neurological conditions.
Joanna R. Appel, Kirsten A. Porter‐Stransky   +1 more
wiley   +1 more source