Results 151 to 160 of about 3,990 (214)

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, Eloá Naiara de Assis Teodoro, Maria Clara Ramos, Phelipe Henrique Alves Batalha Coelho, Gustavo Eyer de Menezes, Guilherme Menezes Lage, Bárbara de Paula Ferreira, Sara Edith Souza de Assis Leão   +7 more
wiley   +1 more source

Student‐identified barriers to histology learning and the perceived value of coloring as a multimodal educational strategy

Anatomical Sciences Education, EarlyView.
Abstract Histology is a visually complex and cognitively demanding subject often perceived as abstract, memorization‐heavy, and disconnected from clinical practice. Despite its foundational importance, histology is frequently under‐emphasized relative to gross anatomy and lacks interactive, multimodal resources tailored to its unique challenges.
Anika Knowles, Karen Pinder, Tamara A. Franz‐Odendaal   +2 more
wiley   +1 more source

Gamified learning meets physiology: Healthcare students' gameful experience with a virtual educational escape room

Anatomical Sciences Education, EarlyView.
Abstract Gamified teaching approaches are increasingly used in higher education, making it essential to examine the gameful experience resulting from interaction with educational game elements. This study aimed to evaluate undergraduate health science students' gamified learning experience using the Gamified Experience Measurement Scale in Education ...
David Martin‐Hidalgo, Guadalupe Álvarez‐Hernán, Cristina Carrasco Romero, Violeta Calle‐Guisado   +3 more
wiley   +1 more source

Minimal virtual reality‐induced symptoms and effects in anatomy education across controller types

Anatomical Sciences Education, EarlyView.
Abstract With the increasing adoption of virtual reality (VR) in anatomy education, understanding VR‐induced symptoms and effects (VRISE) is pivotal to effective curriculum design. To compare self‐reported VRISE across different VR controller types, the study included 199 responses from students aged 18–54, enrolled in visceral anatomy or neuroanatomy ...
Sharmeen Adnan, Amanda C. Benson, Junhua Xiao   +2 more
wiley   +1 more source

Clues and cortices: A pilot study of efficient, low‐cost neuroanatomy escape room design using generative AI

Anatomical Sciences Education, EarlyView.
Abstract Neuroanatomy is notoriously challenging due to its complexity and abstract spatial relationships, often evoking anxiety and frustration among learners. Educational escape rooms, a form of game‐based learning (GBL), can promote engagement and learning but typically require significant faculty time and resources to design.
Robert M. Becker, Sabrina C. Woods, Andrew S. Cale   +2 more
wiley   +1 more source

Learning beyond the lab: A gamified approach to anatomy education in a museum‐based experience

Anatomical Sciences Education, EarlyView.
Abstract Anatomy education, traditionally rooted in descriptive instruction and cadaveric dissection, is undergoing a significant transformation through the integration of educational technologies and contemporary pedagogical strategies. Among these, active learning methodologies, such as gamified‐based learning, have emerged as approaches designed to ...
Wendell Nunes da Silva, Diego Pulzatto Cury, Silvia Lacchini, Ana Paula Cremasco Takano   +3 more
wiley   +1 more source

Guidelines for designing and implementing game‐based learning in comparative anatomy education

Anatomical Sciences Education, EarlyView.
Abstract Game‐based learning (GBL) is increasingly used in health professions anatomy education to promote engagement, knowledge acquisition, collaboration, and application of knowledge. However, its application to comparative veterinary anatomy remains fragmented, with limited guidance on how games can be systematically designed around the specific ...
Arthur Chin Haeng Lau, Renato Lopes Previdelli   +1 more
wiley   +1 more source

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Prévention des risques majeurs et des risques naturels - Risque radon

Techniques du bâtiment : préparer la construction, 2020
Le radon est produit partout sur Terre a partir de l’uranium contenu dans les formations geologiques constituant la croute terrestre, en particulier celles qui sont proches de la surface. Une fois produit dans la roche, son etat gazeux lui permet de circuler dans le sous-sol, de penetrer et de s’accumuler dans les bâtiments.
openaire   +1 more source

Risque

2010
Sans confiance*, pas de risque et sans risque, pas d’action, que ce soit l’action de penser ou l’action de transformer son milieu avec son corps. Risque et confiance forment le couple inséparable de l’agir. Connaître* son monde ne présente aucun risque. Nous pouvons le concevoir et vivre en nous fondant sur cette connaissance.
openaire   +3 more sources

Prévention des risques professionnels - Risques biologiques

Sécurité et gestion des risques, 2006
Les micro-organismes designes dans la legislation de la Sante au travail, et dont le travailleur doit se proteger, rassemblent tous les agents biologiques potentiellement pathogenes, bacteries, champignons, virus… mais egalement cellules isolees et endoparasites humains.
Isabelle BALTY, Christine DAVID, Philippe DUQUENNE, Colette LE BÂCLE   +3 more
openaire   +1 more source