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ProjectAnatomy combines tangible objects with video projections that show the anatomy of the human forearm intended for learning through its eye-catching appearance. The prototype was shown to three target groups: non-experts, trainee medical students, and anatomy experts to provide qualitative and quantitative feedback. The study and observation of the users in the first two groups were carried out ‘in the wild’ where the users would come in contact with this type of visualisation to collect data on how it should be adjusted to their needs. The results have shown that the non-experts find it most helpful in learning anatomy, contrary to the experts who find it less useful yet very interesting and see its educational potential. The trainee medical students scored it the lowest; however, they would find it helpful to complement dissection classes. We conclude that this visual installation could be used in science centres and, when enriched with more details, for beginning medical students. Our study contributes specifically to the field of physical visualisation using 3D printed objects combined with projections that can be adjusted to the level of detail suitable for the target audience. [ABSTRACT FROM AUTHOR]

Background: Recent changes in anatomy curricula in undergraduate medical education (UME), including pedagogical changes and reduced time, pose challenges for foundational learning. Consequently, it is important to ask clinicians what anatomical content is important for their clinical specialty, which when taken collectively, can inform curricular development. Methods: This study surveyed 55 non-primary care residents in anesthesiology (AN; N = 6), emergency medicine (EM; N = 15), obstetrics and gynecology (OB; N = 13), and orthopedics (OR; N = 21) to assess the importance of 907 anatomical structures across all anatomical regions. Survey ratings by participants were converted into a post-hoc classification system to provide end-users of this data with an intuitive and useful classification system for categorizing individual anatomical structures (i.e., essential, more important, less important, not important). Results: Significant variability was observed in the classifications of essential anatomy: 29.1% of all structures were considered essential by OB residents, 37.6% for AN residents, 41.6% for EM residents, and 72.0% for OR residents. Significant differences (with large effect sizes) were also observed between residency groups: OR residents rated anatomy of the back, limbs, and pelvis and perineum anatomy common to both sexes significantly higher, whereas OB residents rated the pelvis and perineum anatomy common to both sexes and anatomy for individuals assigned female at birth highest. Agreement in classifications of importance among residents was observed for selected anatomical structures in the thorax, abdomen, pelvis and perineum (assigned male at birth-specific anatomy), and head and neck. As with the ratings of anatomical structures, OR residents had the highest classification across all nine tissue types (p < 0.01). Conclusions: The present study created a database of anatomical structures assessed from a clinical perspective that may be considered when determining foundational anatomy for UME curriculum, as well as for graduate medical education. [ABSTRACT FROM AUTHOR]

Systematic reviews and meta‐analyses aggregate research findings across studies and populations, making them a valuable form of research evidence. Over the past decade, studies in medical education using these methods have increased by 630%. However, many manuscripts are not publication‐ready due to inadequate planning and insufficient analyses. These guidelines aim to improve the clarity and comprehensiveness of reporting methodologies and outcomes, ensuring high quality and comparability. They align with existing standards like PRISMA, providing examples and best practices. Adhering to these guidelines is crucial for publication consideration in Anatomical Sciences Education. [ABSTRACT FROM AUTHOR]

Anatomy with human dissection may help to develop respect for the human body and professionalism; however, dissection may worsen students' attitudes about body weight and adiposity. The purpose of this study was to measure weight bias among Doctor of Physical Therapy (DPT) students enrolled in gross anatomy and determine if, and how the experience of dissection impacts weight bias. Ninety‐seven DPT students (70 University of Colorado [CU], 27 Moravian University [MU]) were invited to complete a survey during the first and final weeks of their anatomy course. The survey included demographic items, two measures of weight bias—the Modified Weight Bias Internalized Scale (M‐WBIS) and the Attitudes Towards Obese Persons (ATOP) Scale—and open‐ended questions for the students who participated in dissection (CU students) that explored attitudes about body weight and adiposity. At baseline, there were no significant differences (p > 0.202) in ATOP, M‐WBIS, or BMI between the two universities. The mean scores on both the ATOP and M‐WBIS indicated a moderate degree of both internalized and externalized weight bias. There were no significant changes in ATOP (p = 0.566) or M‐WBIS scores (p = 0.428). BMI had a low correlation with initial M‐WBIS scores (⍴ = 0.294, p = 0.038) and a high correlation with change scores in CU students (⍴ = 0.530, p = 0.011). Future studies should utilize the same measures of weight bias in other healthcare trainees to facilitate comparison and incorporate larger populations of DPT students. [ABSTRACT FROM AUTHOR]

This study explored the effects of a novel intervention, binaural beats (BB), on anxiety levels of anatomy students during cadaveric dissections and its impact on the learning environment. The study was quasi‐experimental, employing a purposive sampling strategy. State (SA) and trait (TA) anxiety levels were measured using the State–Trait Anxiety Inventory during two routine dissection sessions. SA was measured at three time points: at the start, after a 3‐min control (silence)/intervention (10 Hz BB) session, and at the end of the dissection. A post‐study survey was distributed to the participants to obtain qualitative feedback on their perceptions of BB use during cadaveric dissections. Thirteen female students participated in this study (mean age 19.62 ± 0.65 years). Both control and intervention measures significantly reduced SA levels, with BB demonstrating a greater effect size (Hedges' g = 0.98 for intervention vs. 0.76 for control). SA decreased significantly after the BB intervention (t(12) = 3.78, p = 0.003) and remained low throughout the session, in contrast to the control session, where the reduction post‐measure was not sustained (t(12) = −0.64, p = 0.54). Feedback from the post‐study survey indicated that most students found the BB intervention effective in reducing their anxiety levels before the dissection. The BB intervention was effective in reducing and maintaining students' SA levels during dissection. Students reported positive experiences with BB. Further investigations are warranted to determine whether the findings of this study can be generalized to larger and more heterogeneous populations. [ABSTRACT FROM AUTHOR]

Anatomy outreach is a well‐documented practice by many academic institutions, defined here as when anatomy‐related services are provided to external communities. However, most of the current literature on this topic is largely descriptive, focusing on the 'what' of anatomy‐related outreach, rather than the generalizable 'why' or 'how'. There exists no shared conceptual model of what anatomy outreach tries to achieve from the perspective of 'outreachers', and how anatomists support these goals. Thus, this study aimed to explore the comprehension of anatomy outreach as a social phenomenon in the anatomy education community. This qualitative research used constructivist grounded theory to explore the perspectives of anatomists with experience facilitating anatomy outreach. A total of 18 participants completed semi‐structured interviews. Analysis resulted in the construction of nine broad categories of themes relating to anatomy outreach: types of outreach, specific activities, goals of outreach, subject benefit (why anatomy?), enablers, challenges, appraisal, motivators/drivers, and community perspectives from the immediate anatomy community and wider field (Science, Technology, Engineering, and Mathematics (STEM) and health professions education (HPE)). These results were constructed into a conceptual model of anatomy outreach. The findings suggest that anatomists view the subject matter as a socially connecting experience that can engage a wide variety of individuals. The multimodal nature of anatomy, combined with teaching expertise, lends well to productive outreach. Most 'outreachers' do not have a strong understanding of the impact of their activities, however, and operate on a level of optimism that activities will support diversity, belonging, and health/anatomical literacy. [ABSTRACT FROM AUTHOR]

For this pilot study, the use of the digital 3D anatomy application Complete Anatomy was evaluated as a non‐mandatory additional study tool throughout the semester. The aim of the study was to investigate if the Complete Anatomy usage time had an effect on final exam grades and how the app was used post‐Covid19. This cross‐sectional study asked first year bachelor/freshman university students of Physical Therapy and Rehabilitation Sciences to fill out a questionnaire to gauge Complete Anatomy usage time, the student's exam results, and how the app was used, for example, in relation to other study tools. A positive correlation was found between the proportion of students that passed the final exam and the number of hours of Complete Anatomy usage (rs (4) = 0.94, p = 0.016). Compared to students who didn't use Complete Anatomy, these positive effects were observed when students used Complete Anatomy for at least 10 h (p = 0.04). The app was well‐used with almost half of the respondents reporting >10 h of usage time. The results from this study provide a good overview of how and how often Complete Anatomy is used. Although a positive correlation between the hours of use and the number of passing grades was found in this pilot study, a future study to prove the causality between these two factors is warranted to further investigate the effect of Complete Anatomy as an additional non‐mandatory study tool. [ABSTRACT FROM AUTHOR]

Due to its haptic and interactive nature, virtual anatomy provides an opportunity for small‐group learning, enabling students to develop their group work skills before they graduate. However, there is currently little practical guidance supported by pedagogic principles detailing how to incorporate it into curricula. Anatomy educators at the University of Plymouth conducted action research aiming to capture students' overall perceptions of the virtual anatomy platform Anatomage. Questioning the benefits and challenges students face while interacting with Anatomage prompted the creation of evidence‐based interventions to be later evaluated. Although a plethora of themes were identified, this report specifically examines those relating to group work. Thematic analysis of initial focus group data found group size and group dynamics impacted students' experience with the platform. Following the implementation of interventions to resolve these issues, a questionnaire and second series of focus groups were conducted to determine whether they were successful. Additional subthemes found from these data included facilitation, social pressure, peer learning and working with friends. This study contributed to the improvement of small group learning and integration of virtual anatomy into curricula based on student and staff feedback. As such, these data support the development of effective group working skills which are fundamental for healthcare professionals and widely recognized by regulators such as the General Medical Council and Health and Care Professions Council. In this report, the authors provide practical advice informed by pedagogy and principles from management and psychology to provide a multidisciplinary perspective. [ABSTRACT FROM AUTHOR]

Background: A paradigm shift in nursing education is required to prepare Z generation of nursing students through integrated innovative technologies as teaching strategies such as immersive virtual reality in several bioscience and main courses to facilitate and enhance learning process. Aim/objective: Examine the effect of utilizing an immersive virtual reality application on students' perceptions, knowledge, and satisfaction in an anatomy course. Methods: A quasi-experimental (pre-post test, one group) design was conducted among 1st year nursing students (N = 138) enrolled in an anatomy course in the spring semester of 2023–2024 in the nursing program in the health professions faculty at Al-Quds University. The technology acceptance model (TAM) was used for data collection. Results: The results showed that 96% of participants were satisfied with using the VR application, and it retains their knowledge in the human anatomy course. 92% of the total, were under the age of twenty, and 84% were females. 80.1% (2.99 ± 0.58) of those students had more positive perspectives of VR applications in the nursing courses. Additionally, there were significant differences in students' satisfaction and knowledge toward using VR applications after the anatomy lecture (p = 0.029, p = 0.05, respectively). Conclusion: Virtual reality is a supplemental innovative tool for promoting learning. Nursing students perceive immersive virtual reality technologies positively and prefer using three-dimensional images in their anatomy courses, which helps them recall their knowledge, understand concepts of educational content, identify learning objectives, and improve learning outcomes. This study found that virtual reality can improve nursing students' understanding, satisfaction, and knowledge of anatomy. [ABSTRACT FROM AUTHOR]

Background: The authors had previously developed AnaVu, a low-resource 3D visualization tool for stereoscopic/monoscopic projection of 3D models generated from pre-segmented MRI neuroimaging data. However, its utility in neuroanatomical education compared to conventional methods (specifically whether the stereoscopic or monoscopic mode is more effective) is still unclear. Methods: A three-limb randomized controlled trial was designed. A sample (n = 152) from the 2022 cohort of MBBS students at Government Medical College, Thiruvananthapuram (GMCT), was randomly selected from those who gave informed consent. After a one-hour introductory lecture on brainstem anatomy and a dissection session, students were randomized to three groups (S – Stereo; M – Mono and C – Control). S was given a 20-min demonstration on the brainstem lesson module in AnaVu in stereoscopic mode. M was given the same demonstration, but in monoscopic mode. The C group was taught using white-board drawn diagrams. Pre-intervention and post-intervention tests for four domains (basic recall, analytical, radiological anatomy and diagram-based questions) were conducted before and after the intervention. Cognitive loads were measured using a pre-validated tool. The groups were then swapped -S→ M, M →S and C→S, and they were asked to compare the modes. Results: For basic recall questions, there was a statistically significant increase in the pre/post-intervention score difference of the S group when compared to the M group [p = 0.03; post hoc analysis, Bonferroni corrections applied] and the C group [p = 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. For radiological anatomy questions, the difference was significantly higher for S compared to C [p < 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. Cognitive load scores showed increased mean germane load for S (33.28 ± 5.35) and M (32.80 ± 7.91) compared with C (28.18 ± 8.17). Subjective feedbacks showed general advantage for S and M compared to C. Out of the S and M swap cohorts, 79/102 preferred S, 13/102 preferred M, and 6/102 preferred both. Conclusions: AnaVu tool seems to be effective for learning neuroanatomy. The specific advantage seen when taught with stereoscopy in basic recall and radiological anatomy learning shows the importance of how visualization mode influences neuroanatomy learning. Since both S and M are preferred in subjective feedbacks, these results have implications in choosing methods (stereoscopic – needs 3D projectors; monoscopic – needs web based or hand-held devices) to scale AnaVu for anatomy teaching in medical colleges in India. Since stereoscopic projection is technically novel and cost considerations are slightly higher compared to monoscopic projection, the specific advantages and disadvantages of each are relevant in the Indian medical education scenario. [ABSTRACT FROM AUTHOR]

Abstract Background Recent changes in anatomy curricula in undergraduate medical education (UME), including pedagogical changes and reduced time, pose challenges for foundational learning. Consequently, it is important to ask clinicians what anatomical content is important for their clinical specialty, which when taken collectively, can inform curricular development. Methods This study surveyed 55 non-primary care residents in anesthesiology (AN; N = 6), emergency medicine (EM; N = 15), obstetrics and gynecology (OB; N = 13), and orthopedics (OR; N = 21) to assess the importance of 907 anatomical structures across all anatomical regions. Survey ratings by participants were converted into a post-hoc classification system to provide end-users of this data with an intuitive and useful classification system for categorizing individual anatomical structures (i.e., essential, more important, less important, not important). Results Significant variability was observed in the classifications of essential anatomy: 29.1% of all structures were considered essential by OB residents, 37.6% for AN residents, 41.6% for EM residents, and 72.0% for OR residents. Significant differences (with large effect sizes) were also observed between residency groups: OR residents rated anatomy of the back, limbs, and pelvis and perineum anatomy common to both sexes significantly higher, whereas OB residents rated the pelvis and perineum anatomy common to both sexes and anatomy for individuals assigned female at birth highest. Agreement in classifications of importance among residents was observed for selected anatomical structures in the thorax, abdomen, pelvis and perineum (assigned male at birth-specific anatomy), and head and neck. As with the ratings of anatomical structures, OR residents had the highest classification across all nine tissue types (p

Abstract Background A paradigm shift in nursing education is required to prepare Z generation of nursing students through integrated innovative technologies as teaching strategies such as immersive virtual reality in several bioscience and main courses to facilitate and enhance learning process. Aim/objective Examine the effect of utilizing an immersive virtual reality application on students’ perceptions, knowledge, and satisfaction in an anatomy course. Methods A quasi-experimental (pre-post test, one group) design was conducted among 1st year nursing students (N = 138) enrolled in an anatomy course in the spring semester of 2023–2024 in the nursing program in the health professions faculty at Al-Quds University. The technology acceptance model (TAM) was used for data collection. Results The results showed that 96% of participants were satisfied with using the VR application, and it retains their knowledge in the human anatomy course. 92% of the total, were under the age of twenty, and 84% were females. 80.1% (2.99 ± 0.58) of those students had more positive perspectives of VR applications in the nursing courses. Additionally, there were significant differences in students’ satisfaction and knowledge toward using VR applications after the anatomy lecture (p = 0.029, p = 0.05, respectively). Conclusion Virtual reality is a supplemental innovative tool for promoting learning. Nursing students perceive immersive virtual reality technologies positively and prefer using three-dimensional images in their anatomy courses, which helps them recall their knowledge, understand concepts of educational content, identify learning objectives, and improve learning outcomes. This study found that virtual reality can improve nursing students’ understanding, satisfaction, and knowledge of anatomy.

Abstract Background The authors had previously developed AnaVu, a low-resource 3D visualization tool for stereoscopic/monoscopic projection of 3D models generated from pre-segmented MRI neuroimaging data. However, its utility in neuroanatomical education compared to conventional methods (specifically whether the stereoscopic or monoscopic mode is more effective) is still unclear. Methods A three-limb randomized controlled trial was designed. A sample (n = 152) from the 2022 cohort of MBBS students at Government Medical College, Thiruvananthapuram (GMCT), was randomly selected from those who gave informed consent. After a one-hour introductory lecture on brainstem anatomy and a dissection session, students were randomized to three groups (S – Stereo; M – Mono and C – Control). S was given a 20-min demonstration on the brainstem lesson module in AnaVu in stereoscopic mode. M was given the same demonstration, but in monoscopic mode. The C group was taught using white-board drawn diagrams. Pre-intervention and post-intervention tests for four domains (basic recall, analytical, radiological anatomy and diagram-based questions) were conducted before and after the intervention. Cognitive loads were measured using a pre-validated tool. The groups were then swapped -S→ M, M →S and C→S, and they were asked to compare the modes. Results For basic recall questions, there was a statistically significant increase in the pre/post-intervention score difference of the S group when compared to the M group [p = 0.03; post hoc analysis, Bonferroni corrections applied] and the C group [p = 0.001; ANOVA test; post hoc analysis, Bonferroni corrections applied]. For radiological anatomy questions, the difference was significantly higher for S compared to C [p

Background: Problem-based learning is widely recognized for its ability to foster active learning and critical thinking in medical education. However, creating effective problem-based learning scenarios demands a high level of expertise. Leveraging the natural language capabilities of ChatGPT, educators can now receive assistance in designing engaging anatomy problem-based learnings. Objective: This paper aims to provide a comprehensive guide on collaborating with ChatGPT to generate ideas, develop content, and create supporting materials for anatomy problem-based learning scenarios. Material and methods: Our methodology involved an analysis of literature on problem-based learning best practices and experimentation on content creation using ChatGPT. The outputs were refined based on valuable feedback obtained from both educators and students. Results: This guide emphasizes crucial aspects such as defining clear learning objectives, ensuring academic rigour, and aligning the problem-based learning scenarios with the curriculum. By harnessing ChatGPT's conversational abilities, educators can collaboratively co-create problem-based learning scenarios that are engaging and effective. Conclusion: This human-artificial intelligence collaborative approach to anatomy problembased learning design underscores the importance of maintaining oversight over the content generated by ChatGPT. Further research is necessary to quantify the impact of ChatGPT as a supplementary resource. Purposeful integration of ChatGPT, in alignment with pedagogical goals, has the potential to enhance engagement and learning outcomes, particularly for digitally native students. [ABSTRACT FROM AUTHOR]

Abstract Visuospatial ability plays a crucial role in anatomy related study success as studies have shown that students with high scores on a mental rotation test (MRT) perform better on anatomy exams. We hypothesized that segmenting anatomical structures on radiological images might impact students’ visuospatial abilities as measured by MRT scores. Second-year (bio)medical students who participated in a 10-week elective course were recruited for this study. All students completed an MRT questionnaire at the beginning of the elective course and another at the end of the elective course. During the elective course, students manually segmented radiological images (e.g., computed tomography (CT) and magnetic resonance imaging (MRI) data) to construct extended reality models. In total, twenty-eight students (17 males, 25 studied medicine) provided consent to participate in this study. A significant difference in mean pre-test scores (mean: 14.46; SD: ± 4.36) and post-test scores (mean: 17.56; SD: ± 4.57) (paired samples t-test, t(27) = −8.30, P

Hani Salem Atwa,1,2 Bhagath Kumar Potu,3 Raouf Abdelrahman Fadel,3,4 Abdelhalim Salem Deifalla,3,4 Ayesha Fatima,3 Manal Ahmed Othman,3 Nasir Abdul Latif Sarwani,3 Wael Amin Nasr El-Din3,4 1Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain; 2Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 3Anatomy Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain; 4Department of Human Anatomy and Embryology, Faculty of Medicine, Suez Canal University, Ismailia, EgyptCorrespondence: Hani Salem Atwa, Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain, Tel +97335635809, Email hanysma@agu.edu.bhBackground: Formative assessment with feedback is part of the assessment program in medical education to improve students’ learning. Limited research has focused on its application and impact on practical anatomy education.Methods: This study aimed to examine medical students’ perceptions of formative assessment in practical anatomy sessions of body systems-based educational units and explore its influence on final practical exam performance. A descriptive, cross-sectional study was conducted. Data was collected from 173 Year 2 medical students through a survey that addressed their perception of process and importance of formative assessment and feedback. The survey employed a 5-point Likert scale. Two open-ended questions were appended at the end of the survey. Students’ performance in Unit 3 (where formative assessment was conducted) was compared to their performance in Unit 2 (where no formative assessment was conducted) and with the performance of the previous academic year’s students in Unit 3 (where no formative assessment was conducted). Descriptive statistics were used. The level of statistical significance was set at p-value < 0.05. Responses to open-ended questions (qualitative data) were counted, categorized as themes, and presented as frequencies and percentages.Results: The survey showed high internal consistency, and its validity was established through exploratory factor analysis. Results showed that the mean mark for the unit with formative assessment and feedback was significantly higher than for the units without formative assessment and feedback. Students showed positive perception of formative assessment and feedback conducted after practical anatomy sessions. They reported useful insights regarding the benefits they gained from formative assessment and feedback as well as constructive suggestions for future improvements.Conclusion: The study indicates that students positively perceived formative assessment and feedback sessions after practical anatomy sessions. Findings also refer to a positive effect of formative assessment on students’ performance in summative practical assessment in anatomy.Keywords: anatomy education, anatomy practical sessions, formative assessment, feedback, exam performance

AbstractPurposeMethodsResultsConclusionsWith limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality.A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level.LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions.Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers ‘commitment.’ [ABSTRACT FROM AUTHOR]

Anatomical drawing traditionally involves illustration of labeled diagrams on two‐dimensional surfaces to represent topographical features. Despite the visual nature of anatomy, many learners perceive that they lack drawing skills and do not engage in art‐based learning. Recent advances in the capabilities of technology‐enhanced learning have enabled the rapid and inexpensive production of three‐dimensional anatomical models. This work describes a "drawing on model" activity in which learners observe and draw specific structures onto three‐dimensional models. Sport and exercise sciences (SES, n = 79) and medical (MED, n = 156) students at a United Kingdom medical school completed this activity using heart and femur models, respectively. Learner demographics, their perceptions of anatomy learning approaches, the value of the activity, and their confidence in understanding anatomical features, were obtained via validated questionnaire. Responses to 7‐point Likert‐type and free‐text items were analyzed by descriptive statistics and semi‐quantitative content analysis. Learners valued art‐based study (SES mean = 5.94 SD ±0.98; MED = 5.92 ± 1.05) and the "drawing on model" activity (SES = 6.33 ± 0.93; MED = 6.21 ± 0.94) and reported enhanced confidence in understanding of cardiac anatomy (5.61 ± 1.11), coronary arteries (6.03 ± 0.83), femur osteology (6.07 ± 1.07), and hip joint muscle actions (5.80 ± 1.20). Perceptions of learners were independent of both their sex and their art‐based study preferences (p < 0.05). Themes constructed from free‐text responses identified "interactivity," "topography," "transformative," and "visualization," as key elements of the approach, in addition to revealing some limitations. This work will have implications for anatomy educators seeking to engage learners in an inclusive, interactive, and effective learning activity for supporting three‐dimensional anatomical understanding. [ABSTRACT FROM AUTHOR]

The potential effects of artificial intelligence (AI) on the teaching of anatomy are unclear. We explore the hypothetical situation of human body donors being replaced by AI human body simulations and reflect on two separate ethical concerns: first, whether it is permissible to replace donors with AI human body simulations in the dissection room when the consequences of doing so are unclear, and second, the overarching ethical significance of AI use in anatomy education. To do this, we highlight the key benefits of student exposure to the dissection room and body donors, including nontechnical, discipline‐independent skills, awareness and interaction with applied bioethics, and professional identity formation. We suggest that the uniqueness of the dissection room experience and the importance of the key benefits accompanying this exposure outweigh the potential and so far unknown benefits of AI technology in this space. Further, the lack of engagement with bioethical principles that are intimately intertwined with the dissection room experience may have repercussions for future healthcare professional development. We argue that interaction with body donors must be protected and maintained and not replaced with AI human body donor simulations. Any move away from this foundation of anatomy education requires scrutiny. In light of the possible adoption of AI technologies into anatomy teaching, it is necessary that medical educators reflect on the dictum that the practice of healthcare, and anatomy, is a uniquely human endeavor. [ABSTRACT FROM AUTHOR]

Visuospatial ability plays a crucial role in anatomy related study success as studies have shown that students with high scores on a mental rotation test (MRT) perform better on anatomy exams. We hypothesized that segmenting anatomical structures on radiological images might impact students' visuospatial abilities as measured by MRT scores. Second-year (bio)medical students who participated in a 10-week elective course were recruited for this study. All students completed an MRT questionnaire at the beginning of the elective course and another at the end of the elective course. During the elective course, students manually segmented radiological images (e.g., computed tomography (CT) and magnetic resonance imaging (MRI) data) to construct extended reality models. In total, twenty-eight students (17 males, 25 studied medicine) provided consent to participate in this study. A significant difference in mean pre-test scores (mean: 14.46; SD: ± 4.36) and post-test scores (mean: 17.56; SD: ± 4.57) (paired samples t-test, t(27) = −8.30, P < 0.001) was observed. Males had significantly better MRT scores, both at the pre- and at the post-test MRT. The results from this study should be interpretated with some caution due to the lack of a control group. The use of image segmentation as a teaching method to help (bio)medical students, especially those with low visuospatial insights, should be further investigated In future studies with larger cohorts and using a case–control experimental design. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Anatomy education plays a critical role in medical practice, and the level of anatomical knowledge among students and physicians significantly impacts patient care. This article presents a pilot project aimed at exploring the effectiveness of the Area9's Rhapsode platform, an intelligent tutoring system that uses artificial intelligence (AI) to personalize learning and collect data on mastery acquisition. METHODS: The study focused on liver anatomy (microscopic and macroscopic anatomy, embryology, clinical anatomy) and employed a flipped classroom approach, incorporating adaptive learning modules and an interactive in-class session. A total of 123 first-year medicine students (55 M/68F) participated to the study. Content and resources of the module were adaptable to various digital devices. Statistics were compiled based, on the one hand, on the measurement of mastery for every single learning objective provided automatically by the platform via the student interactions with the system probes (questions); on the other hand, metacognition data were worked out by crossing mastery data with the self-awareness declared in every question and learning resource by each learner. RESULTS AND CONCLUSIONS: At the outset of the study, students displayed a 18.11% level of conscious incompetence and a 19.43% level of unconscious incompetence. Additionally, 50.86% of students demonstrated conscious competence. By the conclusion of the learning module, the level of conscious incompetence had decreased to 1.87%, and 98.73% of students exhibited conscious mastery of the materials. The results demonstrated improved learning quality, positive repurposing of study time, enhanced metacognitive awareness among students, with most students demonstrating conscious mastery of the materials and a clear understanding of their level of competence. This approach, by providing valuable insights into the potential of AI-based adaptive learning systems in anatomy education, could address the challenges posed by limited teaching hours, shortage of anatomist, and the need for individualized instruction. [ABSTRACT FROM AUTHOR]

Objective: In this study, new fixative solutions that are odorless and non-toxic were tested on the hearts of sheep to preserve the cellular structure and tissue architecture in a life-like manner. Material and Method: The changes of new fixatives before and after contact with tissue were detected for the first time by the ATR-FTIR spectroscopic method. After a preliminary inspection, hearts were fixed with six different solutions. It was periodically evaluated for weight, size, color, and hardness. Samples taken from the left ventricle of each heart stained with Hematoxylin eosin and examined histologically. Results: As a result of the measurements of heart weights, reduction in Solution 1 (Standard Formaldehyde Fixative), Solution 4, and Solution 5 were detected at 5.64%, 23.70%, and 14.38%, respectively. In Solution 4 and Solution 5, it was observed that the integrity of the myocardium was protected in terms of morphology, the stiffness was suited for sectioning and the coronary vessels were preserved better than Solution 1. Further, compared to solution 1, it was determined that the endocardium and myocardium layers were well preserved in the tissues fixed in Solution 4 and Solution 5. Typical cross striation appearance in cardiac muscle tissue existed in all three Solution 1, Solution 4, and Solution 5. Conclusion: Solution 4 and Solution 5 were found to have superior fixative properties than Solution 1 (Formaldehyde). As a result of ATR-FTIR studies, it was determined that formaldehyde was converted into toxic formic acid in Standard Solution 1, while very few harmless changes were detected in Solution 4 and Solution 5. [ABSTRACT FROM AUTHOR]

Background/Aim: Anatomy education is of great importance in evaluating the human body as a whole and understanding the normal functioning of organs and systems. Knowledge of human anatomy plays a critical role in the diagnosis of diseases, surgical interventions, evaluation of the health status of patients and interpretation of the results of advanced imaging techniques. This study aims to evaluate the satisfaction of learning anatomy with three-dimensional virtual anato- my atlas we developed, and to investigate the effect of virtual three-dimensional applications on learning compared to traditional materials. Methods: The 3D applied atlas we developed was sent to the Faculty of Medicine Grade 1-2, Dentistry Grade 1, and Physiotherapy and Rehabilitation Grade 1 students. Students were asked to use the 3D applied atlas in addition to traditional medical education materials in their anatomy learning process. A 9-question Google Forms survey was prepared to evaluate their satisfaction of the application. Results: 471 participants from the Faculty of Dentistry, Medicine Grade 1-2, and Physiotherapy Rehabilitation classes participated in our survey. Of the participants, 140 were Faculty of Dentis-try students, 70 were Physical Therapy and Rehabilitation (PTR), 172 were Faculty of Medicine 1st grade and 89 were Faculty of Medicine 2nd grade. The number of students who found two-dimensional atlases useful was 198, while the number of students who found 3D models useful was 231. The number of students who found the cadaver model useful was 161. Conclusion: Based on the survey data we obtained, we can say that the students are satisfied with our 3D atlas application and have a positive attitude towards three-dimensional educational materials. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is increasingly recognised as essential for preparing healthcare professionals to work collaboratively in interdisciplinary teams. In the realm of anatomy education, integrating IPE offers unique opportunities to enhance students' understanding of the human body and its clinical relevance while fostering essential teamwork and communication skills. This commentary underscores the pivotal role of IPE in anatomy curricula, highlighting its capacity to cultivate collaboration among students from various healthcare disciplines and enhance patient care by equipping students to apply anatomical knowledge in interdisciplinary settings. Through interprofessional learning experiences, students develop critical thinking skills and gain a deeper understanding of how anatomy knowledge and skills are translated into patient care, fostering effective problem-solving and clinical reasoning within collaborative teams. Despite the potential benefits, challenges such as curricular integration, logistical barriers, faculty resistance, assessment complexity, resource constraint, and variations in institutional cultures and policies, must be addressed to effectively implement IPE in anatomy education. Overcoming these challenges involves prioritising interdisciplinary collaboration, establishing interdisciplinary curricular models, promoting interprofessional relationships, developing innovative assessment strategies providing faculty development opportunities, and addressing resource constraints. By addressing challenges and implementing recommendations, institutions can create meaningful learning experiences that enhance students' abilities to work effectively in interdisciplinary teams and improve patient care outcomes. [ABSTRACT FROM AUTHOR]

As a result of the COVID‐19 pandemic, anatomy education was forced to adopt online modes of delivery. Previous research on student views revealed areas of strong preference (asynchronous lectures) and strong dislike (virtual specimens) in online anatomy courses. The current study seeks to compare the views of a single cohort of students experiencing both online and in‐person undergraduate introductory anatomy and physiology courses. This comparison can highlight what students consider beneficial to their education and can inform future hybrid course offerings. Q‐methodology was used to assess the opinions of students. Students sorted 41 statements on anatomy education in a quasi‐normally distributed grid based on their degree of agreement with the statements. The rankings underwent a by‐person factor analysis which categorized students with shared perceptions into groups. Data were collected from 246 students in the primarily online fall semester and 191 students in the primarily in‐person winter semester. Analysis revealed three distinct factors (groups) in the cohort. Factor one (n = 113 (fall), n = 93 (winter)), was satisfied overall with the course materials and delivery. Factor two (n = 52 (fall), n = 18 (winter)) had a deep dislike of online learning, and factor three (n = 37 (fall), n = 49 (winter)) had a strong preference for online learning. While many students were comfortable in both online and in‐person learning environments, this was not the case for all learners. The strengths and weaknesses of each teaching modality suggest the opportunity to explore hybrid learning as an option for future course offerings and specifically highlight valuable aspects to incorporate from each environment. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (i‐VR) is a powerful tool that can be used to explore virtual models in three dimensions. It could therefore be a valuable tool to supplement anatomical teaching by providing opportunities to explore spatial anatomical relationships in a virtual environment. However, there is a lack of consensus in the literature as to its effectiveness as a teaching modality when compared to the use of cadaveric material. The aim of our study was to compare the effectiveness of i‐VR in facilitating understanding of different anatomical regions when compared with cadaveric prosections for a cohort of first‐ and second‐year undergraduate medical students. Students (n = 92) enrolled in the MBBS program at Queen Mary University of London undertook an assessment, answering questions using either Oculus i‐VR headsets, the Human Anatomy VR™ application, or prosection materials. Utilizing ANOVA with Sidak's multiple comparison test, we found no significant difference between prosections and i‐VR scores in the abdomen (p = 0.6745), upper limb (p = 0.8557), or lower limb groups (p = 0.9973), suggesting that i‐VR may be a viable alternative to prosections in these regions. However, students scored significantly higher when using prosections when compared to i‐VR for the thoracic region (p < 0.0001). This may be due to a greater need for visuospatial understanding of 3D relationships when viewing anatomical cavities, which is challenged by a virtual environment. Our study supports the use of i‐VR in anatomical teaching but highlights that there is significant variation in the efficacy of this tool for the study of different anatomical regions. [ABSTRACT FROM AUTHOR]

In 1993, an increase was observed in the spatial IQ scores of the volunteers who listened to Mozart's sonata K448 for 10 min, and this phenomenon entered the literature as the "Mozart effect." Other studies have shown that this effect is particularly evident in spatial skill tests. A large body of research has provided evidence that spatial ability is associated with success in learning anatomy. In this study, Kastamonu University Faculty of Medicine students were divided into two groups during 16‐h practical training spanning 30 days. While one of the groups listened to Mozart's K448 sonata as the background music in all lessons, the control group attended the lessons in their standard form. At the end of each lesson, all students solved a modified mental rotation test including questions involving anatomical structures. Before starting the study, after the first laboratory class, on the 15th and 30th day of the study, blood samples were taken from the participants, and plasma brain‐derived neurotrophic factor (BDNF) levels were determined. The effect of time on mental rotation score and plasma BDNF level was significant (p < 0.001 for both). The effect of group was also significant (p < 0.001 for both). Pairwise comparisons showed significance in the fifth, sixth, seventh, and eighth mental rotation test (p < 0.001, p = 0.041, p < 0.001, p < 0.001, respectively) and in the third (Day 15) and fourth (Day 30) BDNF measurement (p < 0.001 for both). Our findings may indicate that specific background music may be useful for anatomy teaching. [ABSTRACT FROM AUTHOR]

Three‐dimensional (3D) modeling is a recent, innovative approach to teaching anatomy. There is little literature, however, to suggest how 3D modeling is best used to teach students and whether or not students can gain the same level of understanding as they might use more traditional, hands‐on, teaching methods. This study evaluated the use of a 3D modeling software in both a flipped classroom curriculum and as an active learning tool in comparison to traditional, physical model‐based teaching. Pre‐ and post‐course content‐based assessments were used to evaluate students' learning. Our findings indicated no significant difference between standard and flipped classroom learning; however, the students who used 3D modeling software as an active learning tool significantly underperformed students in the standard group (F(2,1060) = 112.43, p < 0.0001). These findings suggest that these technologies may not yet be useful as a primary means of instruction. Possible explanations may include cognitive overload in navigating the system, intrinsic limitations of the software, or other factors. Further development and research of these technologies is necessary prior to their adoption into teaching practices in anatomy. [ABSTRACT FROM AUTHOR]

OBJECTIVES: There is an increasing availability of digital technologies for teaching and learning of human anatomy. Studies have shown that such applications allow for better spatial awareness than traditional methods. These digital human anatomy platforms offer users myriad features, such as the ability to manipulate 3D models, conduct prosection, investigate anatomical regions through virtual reality, or perform knowledge tests on themselves. This study examined what faculty members' value when using digital human anatomy platforms for teaching and what students value when using these platforms for learning. METHODS: Six anatomy faculty members and 21 students were selected to participate in this study. After using the three digital anatomy platforms for at least 1 week, a survey was conducted to record their feedback in 4 categories: usability, interactive features, level of detail, and learning support. Respondents' Qualitative feedback within each category was also analyzed to strengthen the study's findings. RESULTS: The study's findings showed that faculty members and students have different priorities when evaluating digital anatomy platforms. Faculty members valued platforms that provided better accuracy and detailed anatomical structures, while students prioritized usability above the rest of the features. CONCLUSION: Given that faculty and students have different preferences when selecting digital anatomy platforms, this article proposed that educators maximize the specific affordances offered by the technology by having a clear pedagogy and strategy on how the technology will be incorporated into the curriculum to help students achieve the desired learning outcomes. [ABSTRACT FROM AUTHOR]

Introduction: The COVID‐19 pandemic brought major disruptions to dental teaching and has impacted the delivery of tooth morphology courses where students are introduced to the three‐dimensional features of the dentition. The aim of this study was to assess the implementation of newly developed online teaching modalities for tooth morphology, evaluate their usefulness and identify elements that are beneficial for learners. Materials and Methods: Following the delivery of an online course that included online 3D models, 2D cue cards, live discussion sessions and Socrative™ quizzes, the participants were asked to rate the usability and usefulness of each tool. The participants' knowledge of tooth morphology was assessed through an online examination using 3D‐digitised tooth models. Results: The participants identified lecture handouts and online 3D models as their preferred learning tools, while lecture video recordings and 2D cue cards were viewed as less useful. Data analysis from Socrative™ quizzes demonstrated improvement in tooth identification skills throughout the course delivery. Finally, results from the final assessment are in line with previous in‐person deliveries of this course. Conclusions: The study provides valuable information on the usefulness of teaching modalities that were implemented in response to the COVID‐19 pandemic and their merit to be retained in future deliveries of the course. The 3D models have been identified as particularly useful in this context, but the participants still value the opportunity to learn with extracted teeth. Furthermore, it remains to be confirmed whether tooth identification skills acquired using 3D models can be transferred to the clinical setting. [ABSTRACT FROM AUTHOR]

Objective: This study was conducted to evaluate the impact of the three-dimensional anatomy learning application, called "Complete Anatomy" on students and to assess user satisfaction. Methods: A survey was conducted among volunteers who had used the application among the first and second-year students at Kocaeli University Faculty of Medicine. Participants were asked to complete a ten-question survey measuring age, gender, and application satisfaction. Responses were evaluated on a five-point Likert-type scale (strongly agree, agree, undecided, disagree, strongly disagree). Statistical analysis was performed using SPSS, version 22.0. Results: A total of 148 participants took part in the study. Of the participants; 69.6%found the application easy to use, 81.8%found the application enjoyable, 78.4% liked the application, 81.8% stated that they learned new things about anatomy through the application, 83.8% preferred such applications over traditional teaching methods, 62.2%felt more prepared for exams after using the application, 80.4% would recommend the application to their friends, 70.9% learned topics they couldn't learn through traditional education, 76.4% stated that the application is easy to understand, and 90.5% believe that the application would be beneficial when used alongside traditional education. Conclusion: The results of the study demonstrated that three-dimensional anatomy applications, such as Complete Anatomy, positively impact student satisfaction and learning experiences. These applications can add variety to education content by being added to traditional learning methods and offer an opportunity to enrich the anatomy learning process for students. However, further research is necessary to better understand the effectiveness of such applications in the future. [ABSTRACT FROM AUTHOR]

Objective: The relationship between frontal recess (FR) cells and frontal sinusitis is a topic of controversy. Numerous studies have explored this connection, but the majority have encompassed patients with frontal sinusitis in combination with chronic rhinosinusitis, with or without polyps. For a stronger causal link, it's crucial to focus on isolated frontal sinusitis (IFS), though primary IFS is exceptionally rare. This study aims to investigate the role of FR cells in the development of IFS. Methods: Two reviewers examined FR cells in triplanar computed tomography scans of 22 patients with 25 sides of IFS and 50 patients with healthy sinuses. The prevalence of each cell type was determined using the International Frontal Sinus Anatomy Classification (IFAC), and logistic regression analysis was used to determine whether any FR cells were associated with IFS. Results: Our results showed that supraorbital ethmoid cells (SOEC) (p <0.001) and supra agger frontal cells (p =0.038) were significantly more prevalent in the IFS group than in the control group. Logistic regression analysis revealed that the presence of SOEC was associated with a 4.79-fold greater risk of IFS (95% CI, 1.30-17.65, p =0.018). Conclusion: The FR cells may play a role in the development of frontal sinusitis. Among the IFAC cell types, SOEC appears to be associated with IFS. [ABSTRACT FROM AUTHOR]

Survey‐based research is vital in education and social sciences, offering insights into human behaviors and perceptions. The prevalence of such studies in medical education has risen by 33% over the past decade. Despite this growth, the utility of survey findings depends on the study design quality and measure validity. Many manuscripts are rejected due to poor planning and lack of validity evidence. These guidelines aim to improve the rigor and reporting of survey‐based research, ensuring credibility and reproducibility. They apply to various survey tools and evaluations, setting a standard for manuscript quality and informing the review process for Anatomical Science Education. [ABSTRACT FROM AUTHOR]

Abstract Background Interprofessionalism is considered a key component in modern health profession education. Nevertheless, there remains ongoing debate about when and where to introduce interprofessional trainings in the curriculum. We identified anatomy, a subject commonly shared among health professionals, as a practical choice for initiating early intergroup-contact between first-year medical and midwifery students. Our study examined the effects of a four-hour block course in anatomy on interprofessional socialization and valuing, as well as long-term effects on intergroup contact. Methods Based on different concepts and theories of learning, we implemented 12 interprofessional learning stations. Several measures were taken to foster group cohesion: (1) self-directed working in interprofessional tandems on authentic obstetric tasks, (2) competing with other tandems, (3) creating positive interdependencies during task completion, and (4) allowing room for networking. In a pre-post design with a three-month follow-up, we assessed the outcomes of this ultra-brief training with qualitative essays and quantitative scales. Results After training, both groups improved in interprofessionalism scores with strong effect sizes, mean difference in ISVS-21 = 0.303 [95% CI: 0.120, 0.487], P

Background: Digital 3D visualisation tools have been increasingly used to supplement anatomy teaching with positive results reported in knowledge acquisition, 3D spatial understanding, and active student engagement. Despite their well-documented benefits, evidence of their learning effect on head and neck anatomy is limited. Methods: This cross-over design study aimed to compare using Complete Anatomy (CA) and conventional methods (prosections and plastic models) to learn laryngeal anatomy. Fifty-four first-year dental and dental hygiene students were randomly assigned to a CA and a conventional group. Pre- and post-tests were used to compare groups' knowledge gains, and a feedback questionnaire was used to compare students' perceptions towards CA. Results: Both groups improved significantly in the post-test compared to the pre-test (Cohen's d ≥ 0.8). The conventional group significantly outperformed their counterparts in total (Cohen's d = 0.57) and written questions (Cohen's d = 0.9). However, both groups performed equally in the identification questions. Question-based analysis shows that the CA group performed significantly better in the identification questions than in the written questions (Cohen's d = 0.51). Nearly half the students perceived the CA application as easy to use, and the same proportion believed CA assisted their learning of laryngeal anatomy. Conclusion: This study provides further evidence of the effectiveness of CA in knowledge gain and anatomical recognition and supports its use as supplementary to anatomy education in general and head and neck anatomy in particular.

Introduction: Learning media, such as e-flashcards, is one of the important factors to support learning outcomes. However, there are still differences regarding the effect of using flashcard media on learning outcomes. In this study, researchers will conduct research on the effect of e-flashcard learning media on the learning outcomes of UNS medical students in anatomy practicum. Methods: The design used for this research was pretest-posttest control group design. Sampling technique used was convenience sampling. Study population was medical students from UNS 2021. The intervention used was in the form of anatomy of the nervous system and sensory system e-flashcard. Respondents who agreed were then randomized into 2 groups, the experimental group (using e-flashcard, n = 8) and the control group (n = 15). After doing the pretest, students were given e-flashcard, then did a posttest after using the e-flashcard for at least 10 days. Questionnaires were given to groups of e-flashcard users for evaluation. The data obtained were then analyzed with Paired Sample T-test and Independent T-test. Results: Independent T-test on the control and experimental groups’ pretest values obtained a p value of 0.117 while the posttest obtained p value of 0.001. Paired sample t-test of the experimental group obtained a p value of 0.614. From the results of the questionnaire, an overall score of 4.23 was obtained which indicated that the e-flashcard was well received by students and students agreed that e-flashcard helped them in learning process. Conclusion: There was no significant effect between the use of e-flashcards and students' anatomy learning outcomes, but e-flashcards were well received by students and students agreed that e-flashcards were useful for learning. [ABSTRACT FROM AUTHOR]

The ability to create efficient "mental models" or representations of anatomical structures is crucial for achieving competence in most areas of anatomy. Gesture‐based teaching has been recognized to lighten cognitive loads and allow superior mental model creation compared to non‐gestural teaching practices. This commentary explores the cognitive basis and possible mechanisms behind this advantage such as (1) reducing visual working memory load, (2) allowing parallel and sequential development of internal representations, and (3) facilitating preferential feature extraction and improved organization of spatial information. We also highlight how information transfer limitations of the gestural medium, interestingly, unveil features and organizational motifs preserved in the "expert's" mental schemas concerning particular anatomical structures. The universal and innate use of gestures in communication, their visual nature, and the ability to break down complex spatial information through sequential steps, all add to the immense potential of this subtle yet powerful tool of hand gestures. As pedagogical practices in the anatomical sciences continue to evolve largely towards technology‐enhanced teaching utilizing perceptually richer media, the unique advantages of gesture‐based teaching need to be reemphasized. [ABSTRACT FROM AUTHOR]

Donor‐centered education offers students the opportunity to not only acquire visual and tactile experiences for applying anatomical knowledge but also a chance for students to reflect upon fundamental humanistic principles. The exploration of differences in students' viewpoints on body donation and the utilization of body donors in their education remains unexplored across various healthcare professional programs, which has an impact on student learning and experience. This study aimed to qualitatively examine the similarities and differences in student perspectives regarding body donation across three healthcare professional programs. One‐page reflections from nursing (n = 37), physical and occupational therapy (n = 49), and medical students (n = 66) regarding their experiences in the anatomy laboratory at McGill University were collected and analyzed using a deductive approach based on themes and sub‐themes outlined by Stephens et al. in 2019. Despite differences in their curricula, there were few discrepancies across the programs' reflections suggesting that donor‐based learning had similar effects on each user group. Most students across the healthcare professional programs mentioned that their positive laboratory experiences motivated them to donate their bodies, extending the privilege they had to future generations. Nursing students did not reflect upon the notion that working with body donors provided unique learning experiences in the anatomy laboratory. Likewise, physical and occupational therapy (PT/OT) students did not address the importance of maintaining the privacy of body donors by covering certain body parts during lab. These findings show that prosection‐ and dissection‐based exercises encourage reflective practices associated with these of medical ethics, highlighting an important advantage to including donor‐based learning in anatomical education. [ABSTRACT FROM AUTHOR]

Background: In the field of Anatomy, it often becomes necessary to remember any part of information by memorization, and later retrieve it. However, finding appropriate anatomical mnemonics and organizing them in a practical and universally acceptable system can be challenging for learners, teachers, and researchers. This research aimed to develop a subcategorization format for four selected categories of anatomical mnemonics according to different identified characteristics and to determine the frequencies of each category and subcategory. Methods: This content analysis research was conducted in the Department of Anatomy, Bangabandhu Sheikh-Mujib Medical University (BSMMU), Dhaka, Bangladesh, from 2017 to 2018. Anatomical mnemonics were collected from various sources including books, websites, and social media. A qualitative and quantitative content analysis was used for data analysis. Each 272 extracted anatomical mnemonics was categorized according to any of the four selected mnemonic techniques (Acronym, Acrostic, Rhyme, and Storytelling). A subcategorization format was then devised based on seven characteristics considered to be identifiable in these mnemonics (Meaningfulness, Meaningful relationship, Humor, Eroticism, Absurdity, Anatomical aspect dealt with, and Language). Each mnemonic was then subcategorized, and the frequency of each of those techniques and characteristics was finally calculated. Results: More than 70% of the 272 mnemonics used the Acrostic technique. Among the 59 identifiable options under the seven subcategories, 36 options were identified in the mnemonics, and the frequencies were finally reported. An eight-symbol formula was also devised to express the techniques used and the characteristics identifiable in individual mnemonics. Conclusion: The findings can be used to develop a database of anatomical mnemonics, which could be useful in identifying and selecting appropriate mnemonics for teaching, learning, and research as well as attaching specific tags when adding new mnemonics to the database. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has significantly altered the dynamics of medical education, particularly in the domain of anatomy teaching. This systematic review investigates the modifications implemented in anatomy education during the pandemic, emphasizing the shift from traditional pedagogical methods to online and virtual modalities. A comprehensive search across databases such as PubMed, Embase, Scopus, and Web of Science identified 10 studies that met the inclusion criteria. These studies collectively underscore the rapid transition to online platforms for conducting lectures, tutorials, and practical anatomy sessions. Despite challenges related to diminished hands-on experiences and concerns about student engagement, the integration of digital tools like virtual dissection software, 3D anatomical models, and Zoom-based flipped classroom sessions has demonstrated potential in maintaining the continuity of anatomy education. Notably, student feedback has highlighted both the benefits, such as flexible learning schedules, and the drawbacks, including internet connectivity issues and reduced practical exposure. This review highlights the need for further research to assess the long-term effectiveness of online teaching methodologies and their impact on students' clinical skills and professional development. Additionally, the perspectives of both students and faculty suggest that a blended approach combining online and face-to-face instruction could be viable path forward in post-pandemic anatomy education. [ABSTRACT FROM AUTHOR]

All anatomical educators hope that students apply past training to both similar and new tasks. This two‐group longitudinal study investigated the development of such transfer of learning in a histology course. After 0, 10, and 20 sessions of the 10‐week‐long course, medical students completed theoretical tasks, examined histological slides trained in the course (retention task), and unfamiliar histological slides (transfer task). The results showed that students in the histology group gradually outperformed the control group in all tasks, especially in the second half of the course, η2 = 0.268 (p < 0.001). The best predictor of final transfer performance was students' retention performance after 10 sessions, β = 0.32 (p = 0.028), and theoretical knowledge after 20 sessions, β = 0.46 (p = 0.003). Results of eye tracking methodology further revealed that the histology group engaged in greater "visual activity" when solving transfer tasks, as indicated by an increase in the total fixation count, η2 = 0.103 (p = 0.014). This longitudinal study provides evidence that medical students can use what they learn in histology courses to solve unfamiliar problems but cautions that positive transfer effects develop relatively late in the course. Thus, course time and the complex relationship between theory, retention, and transfer holds critical implications for anatomical curricula seeking to foster the transfer of learning. [ABSTRACT FROM AUTHOR]

According to self‐determination theory, the need for competence, autonomy, and relatedness has been associated with intrinsic motivation. Fulfilling basic psychological needs can lead to better learning, academic performance, and well‐being. In this study, an anatomy program integrated gamification and drawing methods to explore their influence on basic psychological needs satisfaction and potential learning implications. Basic psychological needs outcomes of sport sciences students were compared to test the effects of the Observe–Reflect–Draw–Edit–Repeat (ORDER) method and gamification (experimental condition) versus a non‐ORDER and non‐gamified program (control condition). These two different 30‐h (7‐week) anatomy education programs were implemented at two Spanish public universities with 116 first‐year sport sciences students. Pre and post‐treatment measurements were collected using the Basic Psychological Needs Satisfaction Scale. Statistical analyses included independent samples t‐tests, ANCOVAs, and factorial repeated measures ANOVAs 2 × 2 (time × treatment). The gamified ORDER program achieved higher satisfaction scores in basic psychological needs compared to the control group (t = 2.98, p = 0.004, d = 0.54). Additionally, an interaction effect between time and treatment was observed (p = 0.042, ηp2 = 0.038). Treatment and interaction effects were observed for 'autonomy' (p = 0.003, ηp2 = 0.074) and 'competence' satisfaction (p = 0.048, ηp2 = 0.035). A time effect was found for 'relatedness' in the control group, but no significant treatment or interaction effects were identified. The causes of these effects are debated in the study, as well as the limitations. These findings support the notion that students' basic psychological needs are better satisfied in anatomy education with the implementation of this multimethod educational intervention based on ORDER and gamification. [ABSTRACT FROM AUTHOR]

Anatomy practical classes are an essential part of learning human anatomy. The flipped classroom teaching model has been used in medical education in recent years. However, its precise impacts on anatomical knowledge acquisition and learning outcomes remain controversial. With the development of information technology, new educational tools, such as Rain Classroom, have recently attracted much interest. The Rain Classroom is an application that can easily connect students and teachers through smartphones or computers. However, whether and how to apply it to the flipped classroom in anatomy practical classes needs to be evaluated. In this study, we designed a teaching model of flipped classroom assisted by Rain Classroom and carried it out in anatomy practical classes at our university. Results showed that the final exam scores of the experimental group were significantly improved, compared with the control group (p < 0.01); the final exam score was significantly correlated with both the pre‐class quiz score (p < 0.05) and the in‐class quiz score (p < 0.001). Student satisfaction was measured by a questionnaire on a Likert scale of 1–5. All the mean scores were greater than 4.5, indicating that most students had positive attitudes toward this teaching model. The present study suggests that the Rain Classroom helps support students throughout the learning processes of the flipped classroom, and the model of flipped classroom assisted by Rain Classroom could improve students' learning efficiency and ultimately increase their exam performance in anatomy practical classes. [ABSTRACT FROM AUTHOR]

Social media platforms such as Instagram are becoming increasingly popular sources for students to access anatomy educational resources. This review used content analysis to examine posts under the hashtag #anatomynotes and is the first to map the characteristics of anatomy education posts on Instagram and determine any temporal changes. Sample posts were gathered from April 2019 and April 2021 and categorized according to the technical format, purpose and author credentials. Engagement was recorded in the form of likes and comments. Overall, posts depicting illustrations remained the most popular format within both time periods. Three‐dimensional models saw an increase in popularity with a 62.5% rise. Students remained the most common author type throughout and increased further in 2021 by 25%. Clinician authors and posts focusing on clinical education also increased in 2021 by 17.9% and 227%, respectively. Humor‐based posts saw the greatest increase among the post purposes, with 1000% more recorded in 2021. Engagement overall saw a decline with notably significant reductions in average likes per post among all text‐based posts (−72%, p < 0.0001), all illustrative posts (−51%, p = 0.0013), and a decline in the presence of comments among all text‐based posts (−65.1%, p = 0.0158). These findings highlight that Instagram is a popular platform for facilitating near‐peer teaching while increasingly providing a space where students and clinicians can interact. Additionally, it highlights the benefits of the platform for visually focused learners. However, future research should seek to determine whether Instagram can facilitate deeper learning and have an impact on academic and clinical performance. [ABSTRACT FROM AUTHOR]

Anatomy educators are often at the forefront of adopting innovative and advanced technologies for teaching, such as artificial intelligence (AI). While AI offers potential new opportunities for anatomical education, hard lessons learned from the deployment of AI tools in other domains (e.g., criminal justice, healthcare, and finance) suggest that these opportunities are likely to be tempered by disadvantages for at least some learners and within certain educational contexts. From the perspectives of an anatomy educator, public health researcher, medical ethicist, and an educational technology expert, this article examines five tensions between the promises and the perils of integrating AI into anatomy education. These tensions highlight the ways in which AI is currently ill‐suited for incorporating the uncertainties intrinsic to anatomy education in the areas of (1) human variations, (2) healthcare practice, (3) diversity and social justice, (4) student support, and (5) student learning. Practical recommendations for a considered approach to working alongside AI in the contemporary (and future) anatomy education learning environment are provided, including enhanced transparency about how AI is integrated, AI developer diversity, inclusion of uncertainty and anatomical variations within deployed AI, provisions made for educator awareness of AI benefits and limitations, building in curricular "AI‐free" time, and engaging AI to extend human capacities. These recommendations serve as a guiding framework for how the clinical anatomy discipline, and anatomy educators, can work alongside AI, and develop a more nuanced and considered approach to the role of AI in healthcare education. [ABSTRACT FROM AUTHOR]

Medical sonography students require a deep understanding of three-dimensional (3D) structural anatomy. In addition, they are required to identify anatomical structures from medical images. To enhance and support online anatomy learning of first year medical sonography students 'virtual café' sessions were designed and offered as weekly activities. They were facilitated by higher year level student peers, who provided contextualisation of anatomy learning, guided discussions about the sonography programme and generated social discussions to allow students to get to know one another. This study investigated the impact of virtual cafe sessions on the student's experience, student learning, student satisfaction with their programme of study and future career. The results indicated scheduled peer facilitated informal student discussions afforded the opportunity for students to catch up, meet each other, talk, and learn in a non-intimidating and social manner, whilst nurturing support was offered. A culture of positive contextualised, and authentic learning was developed which improved student engagement and enthusiasm for their programme of study. Most importantly, virtual café sessions facilitated students building social connections and trust with each other, so they subsequently felt less isolated and overwhelmed, but rather gained a sense of belonging, which motivated their learning. [ABSTRACT FROM AUTHOR]

Abstract Background Anatomy is a crucial part of medical education, and there have been attempts to improve this field by utilizing various methods. With the advancement of technology, three-dimensional (3D) materials have gained popularity and become a matter of debate about their effectiveness compared to two-dimensional (2D) sources. This research aims to analyze the effectiveness of 3D PDFs compared to 2D atlases. Methods This study is a randomized controlled trial involving 87 Year-1 and Year-2 medical students at Gazi University Faculty of Medicine, Turkey. The study was conducted in two steps. In Step-1, students were randomized to watch lecture videos on liver anatomy and male genitalia anatomy supplemented with either a 3D PDF (intervention group) or 2D atlas (control group) images. Following the video lectures, a test (immediate test) was administered. In Step-2, the same test (delayed test) was administered 10 days after the immediate test. The test scores were compared between the intervention and control groups. In addition to the descriptive analyses, Chi-square and Mann-Whitney U tests were performed. Results In the immediate test, while there was no significant difference between the groups for the liver test (p > 0.05), 3D PDF group’s scores (Median = 24.50) was significantly higher than the 2D atlas group’s in the genitalia test (Median = 21.00), (p = 0.017). The effect size (Cohen’s d) was 0.57. In the delayed test, there was no significant difference between the groups in the liver and genitalia tests (p > 0.05). However, the effect size in the immediate genitalia test was 0.40. Year-1 students’ immediate test of genitalia performances were significantly higher in the 3D PDF group (Median = 24.00) than the 2D atlas group (Median = 19.00), (p = 0.016). The effect size was 0.76. Also, Year-1 students’ 3D PDF group (Median = 20.50) presented with significantly higher performance than the 2D atlas group (Median = 12.00), (p = 0.044) in the delayed test of genitalia, with the 0.63 effect size. Conclusion 3D PDF is more effective than 2D atlases in teaching anatomy, especially to initial learners. It is particularly useful for teaching complex anatomical structures, such as male genitalia, compared to the liver. Hence, it may be a valuable tool for medical teachers to utilize during lectures.