Example of Anatomical Sciences Education format
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Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format Example of Anatomical Sciences Education format
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open access Open Access
recommended Recommended

Anatomical Sciences Education — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Embryology #1 of 16 up up by 4 ranks
Anatomy #3 of 37 up up by 4 ranks
Histology #8 of 60 up up by 6 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 244 Published Papers | 1767 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 06/07/2020
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Related Journals

open access Open Access

Wiley

Quality:  
Good
CiteRatio: 3.4
SJR: 0.667
SNIP: 1.364
open access Open Access

Frontiers Media

Quality:  
High
CiteRatio: 6.0
SJR: 1.959
SNIP: 1.174
open access Open Access

Springer

Quality:  
High
CiteRatio: 5.8
SJR: 1.147
SNIP: 0.995
open access Open Access
recommended Recommended

Springer

Quality:  
High
CiteRatio: 7.5
SJR: 1.64
SNIP: 1.281

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

3.759

7% from 2018

Impact factor for Anatomical Sciences Education from 2016 - 2019
Year Value
2019 3.759
2018 4.027
2017 3.114
2016 3.198
graph view Graph view
table view Table view

7.2

6% from 2019

CiteRatio for Anatomical Sciences Education from 2016 - 2020
Year Value
2020 7.2
2019 6.8
2018 6.2
2017 5.2
2016 4.3
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 7% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 6% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.126

37% from 2019

SJR for Anatomical Sciences Education from 2016 - 2020
Year Value
2020 1.126
2019 0.82
2018 0.964
2017 0.797
2016 0.808
graph view Graph view
table view Table view

2.49

16% from 2019

SNIP for Anatomical Sciences Education from 2016 - 2020
Year Value
2020 2.49
2019 2.151
2018 1.971
2017 1.916
2016 1.503
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 37% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 16% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Anatomical Sciences Education

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Wiley

Anatomical Sciences Education

The aim of this journal is to provide an international forum for the exchange of ideas, opinions, innovations and research on topics related to education in the anatomical sciences of gross anatomy, embryology, histology, and neurosciences at all levels of anatomical sciences ...... Read More

Medicine

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Last updated on
06 Jul 2020
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ISSN
1935-9772
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Impact Factor
High - 1.249
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Acceptance Rate
50%
i
Open Access
Yes
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Sherpa RoMEO Archiving Policy
Yellow faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
apa
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Citation Type
Author Year
(Blonder et al., 1982)
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. 1982. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1002/ASE.139
The anatomy of anatomy: A review for its modernization
Kapil Sugand1, Peter H. Abrahams2, Ashish Khurana3

Abstract:

Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the le... Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3: 83–93, 2010. © 2010 American Association of Anatomists. read more read less

Topics:

Prosection (58%)58% related to the paper, Gross anatomy (57%)57% related to the paper, Teaching method (50%)50% related to the paper
646 Citations
Journal Article DOI: 10.1002/ASE.117
Medical Education in the Anatomical Sciences: The Winds of Change Continue to Blow.
Richard L. Drake1, Jennifer M. McBride1, Nirusha Lachman2, Wojciech Pawlina2

Abstract:

At most institutions, education in the anatomical sciences has undergone several changes over the last decade. To identify the changes that have occurred in gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses, directors of these courses were asked to respond to a survey with questions pertain... At most institutions, education in the anatomical sciences has undergone several changes over the last decade. To identify the changes that have occurred in gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses, directors of these courses were asked to respond to a survey with questions pertaining to total course hours, hours of lecture, and hours of laboratory, whether the course was part of an integrated program or existed as a stand-alone course, and what type of laboratory experience occurred in the course. These data were compared to data obtained from a similar survey in 2002. Comparison between the data sets suggests several key points some of which include: decreased total hours in gross anatomy and neuroscience/neuroanatomy courses, increased use of virtual microscopy in microscopic anatomy courses, and decreased laboratory hours in embryology courses. read more read less

Topics:

Gross anatomy (54%)54% related to the paper
View PDF
597 Citations
Journal Article DOI: 10.1002/ASE.1475
The production of anatomical teaching resources using three-dimensional (3D) printing technology

Abstract:

The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection-based teaching in medical and allied health professional training programs has been in part ... The teaching of anatomy has consistently been the subject of societal controversy, especially in the context of employing cadaveric materials in professional medical and allied health professional training. The reduction in dissection-based teaching in medical and allied health professional training programs has been in part due to the financial considerations involved in maintaining bequest programs, accessing human cadavers and concerns with health and safety considerations for students and staff exposed to formalin-containing embalming fluids. This report details how additive manufacturing or three-dimensional (3D) printing allows the creation of reproductions of prosected human cadaver and other anatomical specimens that obviates many of the above issues. These 3D prints are high resolution, accurate color reproductions of prosections based on data acquired by surface scanning or CT imaging. The application of 3D printing to produce models of negative spaces, contrast CT radiographic data using segmentation software is illustrated. The accuracy of printed specimens is compared with original specimens. This alternative approach to producing anatomically accurate reproductions offers many advantages over plastination as it allows rapid production of multiple copies of any dissected specimen, at any size scale and should be suitable for any teaching facility in any country, thereby avoiding some of the cultural and ethical issues associated with cadaver specimens either in an embalmed or plastinated form. Anat Sci Educ 7: 479–486. © 2014 American Association of Anatomists. read more read less
385 Citations
open accessOpen access Journal Article DOI: 10.1002/ASE.1696
The effectiveness of virtual and augmented reality in health sciences and medical anatomy.
Christian Moro1, Zane Stromberga1, Athanasios Raikos1, Allan Stirling1

Abstract:

Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocate... Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549-559. © 2017 American Association of Anatomists. read more read less

Topics:

Virtual reality (52%)52% related to the paper, Gross anatomy (51%)51% related to the paper
View PDF
288 Citations
Journal Article DOI: 10.1002/ASE.1345
"Let's get physical": advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy.
Daniel M.W. Preece1, Sarah B. Williams1, Richard Lam2, Renate Weller2

Abstract:

Three-dimensional (3D) information plays an important part in medical and veterinary education Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills Novel learning resources have been introduced to anatomy training to achieve this Objective eva... Three-dimensional (3D) information plays an important part in medical and veterinary education Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills Novel learning resources have been introduced to anatomy training to achieve this Objective evaluation of their comparative efficacies remains scarce in the literature This study developed and evaluated the use of a physical model in demonstrating the complex spatial relationships of the equine foot It was hypothesized that the newly developed physical model would be more effective for students to learn magnetic resonance imaging (MRI) anatomy of the foot than textbooks or computer-based 3D models Third year veterinary medicine students were randomly assigned to one of three teaching aid groups (physical model; textbooks; 3D computer model) The comparative efficacies of the three teaching aids were assessed through students' abilities to identify anatomical structures on MR images Overall mean MRI assessment scores were significantly higher in students utilizing the physical model (8639%) compared with students using textbooks (6261%) and the 3D computer model (6368%) (P < 0001), with no significant difference between the textbook and 3D computer model groups (P = 0685) Student feedback was also more positive in the physical model group compared with both the textbook and 3D computer model groups Our results suggest that physical models may hold a significant advantage over alternative learning resources in enhancing visuospatial and 3D understanding of complex anatomical architecture, and that 3D computer models have significant limitations with regards to 3D learning Anat Sci Educ 6: 216–224 © 2013 American Association of Anatomists read more read less
237 Citations
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Frequently asked questions

1. Can I write Anatomical Sciences Education in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Anatomical Sciences Education guidelines and auto format it.

2. Do you follow the Anatomical Sciences Education guidelines?

Yes, the template is compliant with the Anatomical Sciences Education guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Anatomical Sciences Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Anatomical Sciences Education citation style.

4. Can I use the Anatomical Sciences Education templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Anatomical Sciences Education.

5. Can I use a manuscript in Anatomical Sciences Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Anatomical Sciences Education that you can download at the end.

6. How long does it usually take you to format my papers in Anatomical Sciences Education?

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7. Where can I find the template for the Anatomical Sciences Education?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Anatomical Sciences Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Anatomical Sciences Education's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

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SciSpace's Anatomical Sciences Education is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Anatomical Sciences Education?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Anatomical Sciences Education?”

11. What is the output that I would get after using Anatomical Sciences Education?

After writing your paper autoformatting in Anatomical Sciences Education, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Anatomical Sciences Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Anatomical Sciences Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Anatomical Sciences Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Anatomical Sciences Education?

The 5 most common citation types in order of usage for Anatomical Sciences Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Anatomical Sciences Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Anatomical Sciences Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Anatomical Sciences Education Endnote style according to Elsevier guidelines.

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