Results 111 to 120 of about 4,859,299 (228)
Immersive virtual reality as a teaching tool in neuroanatomy: A scoping review
Anatomical Sciences Education, EarlyView.Abstract Basic core courses in various undergraduate programs, such as neuroanatomy, pose a challenge for students due to the large volume and complexity of the content. In this context, educational technologies such as immersive virtual reality (IVR), which allow students to actively interact with learning materials, offer a complementary pedagogical ...
Nathálya Gardênia de Holanda Marinho Nogueira +7 more
wiley +1 more source
, 2018 Section 51(1)(a) of the Mental Health Act 2001 (the 2001 Act) states that the principal function of the Inspector shall be to “visit and inspect every approved centre at least once a year in which the commencement of this section falls and to visit and ...
Mental Health Commission (MHC)
core
Anatomical Sciences Education, EarlyView.Abstract Mixed reality (MR) using head‐mounted displays provides three‐dimensional visualizations that have been suggested to enhance learning when used alongside conventional anatomy teaching in medical education. This study explored student perceptions of the integration of MR and traditional cadaveric learning, and their optimal delivery to support ...
Harpreet Kasbia +12 more
wiley +1 more source
, 2016 Section 51 (1) (a) of the Mental Health Act (2001). States that the principal function of the Inspector shall be to “visit and inspect every approved centre at least once a year in which the commencement of this section falls and to visit and inspect any
Mental Health Commission (MHC)
core
Lois Bridges Approved Centre Inspection Report, 9-10 September 2015 [PDF]
, 2015 Section 51 (1) (a) of the Mental Health Act (2001). States that the principal function of the Inspector shall be to “visit and inspect every approved centre at least once a year in which the commencement of this section falls and to visit and inspect any
Mental Health Commission (MHC)
core
Anatomical Sciences Education, EarlyView.Abstract Application of three‐dimensional anatomical knowledge is essential for patient examination, diagnosis, and treatment and is crucial in the training of medical and healthcare students. Moreover, critical observation and spatial awareness are vital for learner understanding of three‐dimensional anatomical structures and relationships.
Jiayi Zhang +5 more
wiley +1 more source
, 2015 Section 51 (1) (a) of the Mental Health Act (2001). States that the principal function of the Inspector shall be to “visit and inspect every approved centre at least once a year in which the commencement of this section falls and to visit and inspect any
Mental Health Commission (MHC)
core
Department of Psychiatry, Connolly Hospital Approved Centre Inspection Report, 5 – 8 February 2019 [PDF]
, 2018 Section 51 (1) (a) of the Mental Health Act (2001). States that the principal function of the Inspector shall be to “visit and inspect every approved centre at least once a year in which the commencement of this section falls and to visit and inspect any
Mental Health Commission
core
Medical students' perspectives on body donation to science within the Italian context
Anatomical Sciences Education, EarlyView.Abstract Body donation is essential for medical education and research, supporting anatomical training and clinical competence. In Italy, national data on awareness of the legislation regulating body donation and factors shaping donation‐related decisions among healthcare trainees remain limited. This study investigated knowledge of the legal framework,
Antonietta Fazio +20 more
wiley +1 more source
Anatomical Sciences Education, EarlyView.Abstract Providing students with a way to honor human body donors during or after an anatomy course has been shown to help provide a sense of closure and comfort to students and, when present, donor families. Gestures of gratitude for donors can also emphasize humanistic values of respect, empathy, and professionalism.
Bobbie J. Leeper +14 more
wiley +1 more source