Anatomical Sciences Education

Papers
(The H4-Index of Anatomical Sciences Education is 23. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-07-01 to 2025-07-01.)
ArticleCitations
Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post‐COVID‐19 era378
Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy75
Editorial Board and Table of Contents70
51
Departing from standard practices: Strategic application of value engineering in the anatomy laboratory to enhance formaldehyde extraction using high‐impact, low‐cost, and low‐maintenance solutions47
Empathy and cultural humility: Caribbean medical students' experience in Taiwan's Silent Teacher family interviews47
Donor memorialization practices at religious institutions in the United States42
Predicting performance in a doctor of physical therapy gross anatomy course based on an exploratory factor analysis of the anatomical self‐efficacy instrument40
Three‐Dimensional Tooth Models with Pulp Cavity Enhance Dental Anatomy Education38
Predictive factors of academic success in neuromusculoskeletal anatomy among doctor of physical therapy students34
The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance, Increase Engagement, and Enhance Intrinsic Motivation in Students34
Histology as a paradigm for a science‐based learning experience: Visits by histology education spirits of past, present, and future31
Commemoration of body donors in a religiously diverse society: A tale of two Korean medical schools29
Developing 3D models using photogrammetry for virtual reality training in anatomy28
A librarian's view of APA PsycTests, a database for psychological tests and measures27
3D wildlife skull models for wildlife veterinary training27
Three‐dimensional printing in anatomy education: Is it similarly useful for teaching of all anatomical regions and structures?27
Effect of peer facilitation in anatomy small group curriculum on academic performance and retention: A pilot study27
A comparison of pre‐ and post‐clinical education learning preferences among medical students who elected to dissect compared to those who did not during the COVID‐19 pandemic26
Transforming histology students from passive lecture listeners into active lecture learners26
Teaching respect for body donors: A US medical student perspective25
21st Annual Meeting of the Australian and New Zealand Association of Clinical Anatomists (ANZACA)24
Student perceptions of remote versus on‐campus gross anatomy laboratories during COVID‐1924
The value of in‐person undergraduate dissection in anatomical education in the time of Covid‐1923
Motivational factors, attitudes, and knowledge about the cadaveric body donation program among body donors in Myanmar23
Graduate anatomy education: How are we training the future generations of anatomy educators?23
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