{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,26]],"date-time":"2026-09-26T04:58:12Z","timestamp":1790398692626,"version":"4.1.0"},"reference-count":48,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T00:00:00Z","timestamp":1790294400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T00:00:00Z","timestamp":1790294400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100002322","name":"Coordena\u00e7\u00e3o de Aperfei\u00e7oamento de Pessoal de N\u00edvel Superior","doi-asserted-by":"publisher","award":["#88887.928347\/2023\u201000"],"award-info":[{"award-number":["#88887.928347\/2023\u201000"]}],"id":[{"id":"10.13039\/501100002322","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["anatomypubs.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Anatomical Sciences Ed"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>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\u2010based learning, have emerged as approaches designed to foster engagement, enhance interactivity, and support students' learning process. This study explores the implementation of a gamified learning activity within a Human Anatomy Museum, leveraging its rich collection of anatomical specimens to create a dynamic educational experience. The study included first\u2010year undergraduate health sciences students enrolled in systemic morphofunctional sciences courses. All students participated in expository lectures and an initial museum visit. A subset of students later returned to the museum for a gamified session focused on cardiorespiratory anatomy. Data collected from the groups included sociodemographic profiles, pre\u2010 and post\u2010test knowledge assessments, and a perception questionnaire. Dental students also completed the late post\u2010test. The results showed improvements in the post\u2010test in both groups compared to the pre\u2010test. Post\u2010test scores were comparable between the gamified and control groups, indicating no additional effect of the intervention on test performance. Students who engaged in the gamified activity reported high levels of perceived usefulness, engagement, and enjoyment. Gamified strategies, when thoughtfully integrated into museum\u2010based learning environments, hold promise as an innovative pedagogical tool in undergraduate health science curricula.<\/jats:p>","DOI":"10.1002\/ase.70360","type":"journal-article","created":{"date-parts":[[2026,9,26]],"date-time":"2026-09-26T03:58:37Z","timestamp":1790395117000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Learning beyond the lab: A gamified approach to anatomy education in a museum\u2010based experience"],"prefix":"10.1002","author":[{"ORCID":"https:\/\/orcid.org\/0009-0002-7506-4896","authenticated-orcid":false,"given":"Wendell Nunes","family":"da Silva","sequence":"first","affiliation":[{"name":"Department of Surgery, School of Veterinary Medicine and Animal Science University of S\u00e3o Paulo  S\u00e3o Paulo 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