The Role of Technology in Anatomy Teaching: Striking the Right Balance

Alexander Zargaran,1 Mohammed Adil Turki,2 Jared Bhaskar,3 Harry Victor Michael Spiers,4 David Zargaran3 1King’s College London, Department of Medicine, London, UK; 2St George’s, University of London, Department of Medicine, London, UK; 3Imperial College London, Department of Medicine, London, UK; 4Manchester Royal Infirmary, Department of Medicine, London, UKCorrespondence: David ZargaranImperial College London Email david.zargaran@imperial.ac.ukBackground: This study assesses the scope for using technology to supplement the undergraduate anatomy curriculum at medical school.Methods: A narrative literature review explored the current landscape of anatomy learning. Medical student usage and preferences of technological interventions for anatomy learning were then explored through a cross-sectional survey.Results: The literature review revealed the current teaching strategies for anatomy learning, exploring recent multimedia innovations. The survey demonstrated that technology usage was ubiquitous among medical students with 98% of medical students owning smartphones. Medical education apps were used by 64.3% of medical students, with 61.9% of these apps covering anatomy, and 60.4% of students preferring traditional cadaveric teaching to other technological interventions.Conclusion: Novel technological innovations present the opportunity to deliver accessible and standardised teaching of anatomy to medical students. Many students already use smartphone applications as part of their anatomy learning. Uptake of smartphones and other devices provides opportunities to reach larger target audiences. However, traditional cadaveric teaching remains the learning resource of choice for medical students, and technological interventions are best designed as adjuncts or supplements to cadaveric teaching.Keywords: technology, anatomy, medical education, smartphone