“Trotula” is not an example of the Matilda effect: On correcting scholarly myths and engaging with professional history: A response to Malecki et al. 2024
Fuente:
Wiley Open Access
Saved in:
| Main Author: | Monica H. Green |
|---|---|
| Format: | Artículo Open Access |
| Published: |
Wiley
2024
|
| Subjects: | |
| Online Access: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Similar Items
The reverse Matilda effect: Gender bias and the impact of highlighting the contributions of women to a STEM field on its perceived attractiveness
by: W. P. Malecki, et al.
Published: (2024)
by: W. P. Malecki, et al.
Published: (2024)
The importance of science communication and public engagement to professional associations
by: Martine Dunnwald, et al.
Published: (2025)
by: Martine Dunnwald, et al.
Published: (2025)
Who is teaching anatomy? An examination of the demographic characteristics, academic backgrounds, and professional responsibilities of US anatomy teachers
by: Tyler R. Hall, et al.
Published: (2025)
by: Tyler R. Hall, et al.
Published: (2025)
“Spine to the future”—A narrative review of anatomy engagement
by: Adam M. Taylor, et al.
Published: (2024)
by: Adam M. Taylor, et al.
Published: (2024)
Comparing the outcomes of the technology‐enhanced learning of sectional anatomy with and without preceding demonstrations: A study about the worked‐example effect in anatomy education
by: Guilherme Reis Borges Coelho Fonseca, et al.
Published: (2026)
by: Guilherme Reis Borges Coelho Fonseca, et al.
Published: (2026)
Celebrating student engagement in an undergraduate histology course: A showcase review
by: Kayla Vieno‐Corbett, et al.
Published: (2025)
by: Kayla Vieno‐Corbett, et al.
Published: (2025)
Formal rebuttal to Iwanaga et al. “Ethical use of cadaveric images in anatomical textbooks, atlases, and journals: A consensus response from authors and editors”
by: Jon Cornwall
Published: (2026)
by: Jon Cornwall
Published: (2026)
Reflexive thematic analysis and men's embodiment following injury or illness: A worked example
by: Gareth Terry, et al.
Published: (2025)
by: Gareth Terry, et al.
Published: (2025)
Student engagement in synchronous online learning: Effectiveness of camera and chat/vote engagement methods
by: Reynold E. Byers, et al.
Published: (2024)
by: Reynold E. Byers, et al.
Published: (2024)
A limited global perspective on what makes anatomical public engagement good or bad
by: Victoria Gomez, et al.
Published: (2025)
by: Victoria Gomez, et al.
Published: (2025)
Supporting doctors' professional identity development through specialist training
by: Shemona Y. Rozario, et al.
Published: (2025)
by: Shemona Y. Rozario, et al.
Published: (2025)
Promoting engagement in embryology through gamified student‐developed small group sessions
by: Jessica N. Byram, et al.
Published: (2026)
by: Jessica N. Byram, et al.
Published: (2026)
Exploring the relationship between entertainment and education in anatomy public engagement: A qualitative examination of anatomists' perspectives
by: Lucas D. Wilmshurst, et al.
Published: (2025)
by: Lucas D. Wilmshurst, et al.
Published: (2025)
The simulation paradox: Does perfecting virtual anatomy risk imperfecting professional empathy?
by: Yanyi Wu
Published: (2025)
by: Yanyi Wu
Published: (2025)
How often does unguided peer interaction lead to correct response consensus? An example from Conceptual Survey of Electricity and Magnetism
by: Ghimire, Apekshya, et al.
Published: (2025)
by: Ghimire, Apekshya, et al.
Published: (2025)
A comparison of student perspectives on body donation across healthcare professional programs: From prosection‐ to dissection‐based curricula
by: Alexandra Claveria, et al.
Published: (2024)
by: Alexandra Claveria, et al.
Published: (2024)
Measuring health professional students' willingness to use AI chatbots in learning: A fuzzy‐set qualitative comparative analysis
by: Ting Sun, et al.
Published: (2026)
by: Ting Sun, et al.
Published: (2026)
A scholarly inquiry into disciplinary practices in educational institutions
by: de Wet, Corene, et al.
Published: (2020)
by: de Wet, Corene, et al.
Published: (2020)
A new classmate in anatomy education: 3D anatomical modeling medical students’ engagement on learning through self‐prepared anatomical models
by: Muhiddin Furkan Kılıç, et al.
Published: (2025)
by: Muhiddin Furkan Kılıç, et al.
Published: (2025)
Using artificial intelligence thanabots as “thanatobots” to assist anatomy learning and professional development: Ghosts masquerading as opportunity?
by: Jon Cornwall, et al.
Published: (2025)
by: Jon Cornwall, et al.
Published: (2025)
From concept to community of practice in anatomical ethics and professionalism: 5 years of the “Bioethics Unicorns” education initiative
by: Jon Cornwall, et al.
Published: (2026)
by: Jon Cornwall, et al.
Published: (2026)
Comparing quality and engagement in face‐to‐face and online teacher professional development
by: Nina Mulaimović, et al.
Published: (2024)
by: Nina Mulaimović, et al.
Published: (2024)
Enhancing student engagement and agronomic competence through active learning: A 5‐year multi‐cohort SoTL study in an undergraduate field crop production course
by: Muhammad Farooq, et al.
Published: (2026)
by: Muhammad Farooq, et al.
Published: (2026)
Response to “Advancing entrustable professional activities in emergency medicine: A call for Latin American engagement”
by: Tim Baker, et al.
Published: (2025)
by: Tim Baker, et al.
Published: (2025)
Medical students' initial experiences of the dissection room and interaction with body donors: A qualitative study of professional identity formation, educational benefits, and the experience of Pasifika students
by: Jacob Madgwick, et al.
Published: (2024)
by: Jacob Madgwick, et al.
Published: (2024)
Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings
by: Bravo Granström, Monica
Published: (2022)
by: Bravo Granström, Monica
Published: (2022)
Increasing student science, technology, engineering and mathematics engagement through phyphox activities: Three practical examples
by: Marina Milner‐Bolotin, et al.
Published: (2024)
by: Marina Milner‐Bolotin, et al.
Published: (2024)
The trainee as reviewer: Training the next generation of scholars
by: Rosemary B. Kirk, et al.
Published: (2025)
by: Rosemary B. Kirk, et al.
Published: (2025)
“We might be put into situations we are uncomfortable with, but not exactly told how to deal with them”: Health professional students' experiences questioning low‐value care practices during work‐integrated learning
by: Melanie K. Farlie, et al.
Published: (2025)
by: Melanie K. Farlie, et al.
Published: (2025)
Supporting scholarly writing: An innovative institutional education journal
by: Kathryn B. Garber, et al.
Published: (2025)
by: Kathryn B. Garber, et al.
Published: (2025)
The myth that slow test‐takers are worse students: Implications for time‐limited testing
by: Saul J. Weiner, et al.
Published: (2026)
by: Saul J. Weiner, et al.
Published: (2026)
Survey sabotage: Insights into reducing the risk of fraudulent responses in online surveys
by: James Bonnamy, et al.
Published: (2025)
by: James Bonnamy, et al.
Published: (2025)
Chapter 13 National curricula as promoters or obstructers of human rights education – the example of Sweden
by: Quennerstedt, Ann
Published: (2025)
by: Quennerstedt, Ann
Published: (2025)
Tolerance for uncertainty and medical students' specialty choices: A myth revisited
by: Odette Wegwarth, et al.
Published: (2025)
by: Odette Wegwarth, et al.
Published: (2025)
Developing a dual admission family medicine scholar's programme
by: Judy S. Gary, et al.
Published: (2024)
by: Judy S. Gary, et al.
Published: (2024)
Anatomical Sciences Education Vol. 17, Issue 9, 2024 Cover Image
Published: (2024)
Published: (2024)
Anatomical Sciences Education Vol. 17, Issue 1, 2024 Cover Image
Published: (2024)
Published: (2024)
Anatomical Sciences Education Vol. 17, Issue 3, 2024 Cover Image
Published: (2024)
Published: (2024)
Anatomical Sciences Education Vol. 17, Issue 6, 2024 Cover Image
Published: (2024)
Published: (2024)
Anatomical Sciences Education Vol. 17, Issue 7, 2024 Cover Image
Published: (2024)
Published: (2024)
Similar Items
-
The reverse Matilda effect: Gender bias and the impact of highlighting the contributions of women to a STEM field on its perceived attractiveness
by: W. P. Malecki, et al.
Published: (2024) -
The importance of science communication and public engagement to professional associations
by: Martine Dunnwald, et al.
Published: (2025) -
Who is teaching anatomy? An examination of the demographic characteristics, academic backgrounds, and professional responsibilities of US anatomy teachers
by: Tyler R. Hall, et al.
Published: (2025) -
“Spine to the future”—A narrative review of anatomy engagement
by: Adam M. Taylor, et al.
Published: (2024) -
Comparing the outcomes of the technology‐enhanced learning of sectional anatomy with and without preceding demonstrations: A study about the worked‐example effect in anatomy education
by: Guilherme Reis Borges Coelho Fonseca, et al.
Published: (2026)