Following institutional changes that reduced access to cadaveric dissection, Paris-Saclay University developed a two-year elective anatomy pathway serving as a longitudinal progression toward near-peer tutoring (NPT). Designed as a complement to the core curriculum, the program preserves engagement with human dissection while promoting professional development under resource constraints. The fourth-year tutoring phase represents the final stage of this pathway, with guided autonomy under structured faculty supervision. The objective of the study was to evaluate tutors' motivations, perceived gains in anatomical knowledge and teaching skills, and professional development during the NPT module. A cross-sectional, mixed-methods survey was administered to three consecutive cohorts (2020-2021, 2021-2022, 2022-2023). The questionnaire included multiple-choice items, five-point Likert scales, and open-ended questions. Quantitative data were analyzed using descriptive statistics, χ2 tests, Kruskal-Wallis tests, and Spearman correlations. Qualitative data underwent post hoc semantic grouping and reflexive thematic analysis. Among 40 eligible tutors, 34 completed the survey (85% response rate). Motivations included deepening anatomical knowledge (38%) and teaching others (35%). Perceived gains were high across all cohorts: increased anatomical proficiency (mean 4.6-4.7), motivation to teach (3.2-4.4), and reduced fear of surgical tools (3.7-4.4), with no significant intercohort differences. Strong correlations linked improved anatomy knowledge with motivation for anatomy (ρ = 0.65) and teaching (ρ = 0.52-0.64). Thematic analysis identified four benefit domains: anatomy proficiency, surgical/technical confidence, pedagogical skills, and ethical awareness. Negative feedback highlighted needs for better supervision and organization. The NPT module consolidates learning through teaching responsibility, and ethical engagement. Embedding NPT longitudinally offers a scalable strategy to sustain dissection-based anatomy education under faculty constraints while fostering teaching confidence and professional identity.

Advances in educational technologies have transformed the landscape of anatomy instruction, prompting a need to understand faculty perceptions regarding their integration. This study explored the perceptions of members of the American Association of Clinical Anatomists (AACA) views on the use, benefits, and challenges of educational technologies in anatomy education. An online cross-sectional survey was distributed to AACA members using Qualtrics and assessed four domains: current use of educational technologies, perceived impact on anatomy education, challenges to technology integration, and comparisons between technology-based and cadaver-based instruction. Likert-scale responses were analyzed descriptively, and internal consistency was evaluated using Cronbach's alpha. Sixty-three faculty members completed the survey, representing approximately 20% of AACA membership. Digital textbooks and e-resources were the most frequently used tools. Most respondents agreed that technology improved student engagement (74%), supported diverse learning styles (72%), and enhanced the explanation of complex concepts (70%). The most frequently reported barriers were cost (66%) and limited technical support (45%). Despite acknowledging the benefits of technology, 81% of participants preferred cadaver dissection, citing its superior value for understanding anatomical variability. All domains demonstrated excellent reliability (α = 0.95-0.99). These findings indicate strong support among anatomy educators for integrating educational technologies as complementary tools while reaffirming the irreplaceable pedagogical value of cadaveric dissection. A balanced approach combining digital and traditional methods, supported by institutional investment and faculty development, is essential for optimizing technology-enhanced anatomy education.

Ulnar neuropathy due to compression at the cubital tunnel is common. However, our understanding of the relationships between this type of nerve compression and the variant anconeus epitrochlearis muscle (AEM) is poorly understood. Therefore, the present anatomical study was performed to better elucidate these relationships. In 162 adult cadavers (324 sides), the roof of the cubital tunnel was dissected. The prevalence and gross anatomy of the AEM were documented. Histological and microCT analyses were performed on selected specimens to evaluate the microanatomy and radiological findings in relation to the underlying nerve, soft tissues, and bone. Additionally, with the range of motion of the elbow and artificial contraction of the AEM, the effects of the AEM on the ulnar nerve were observed. AEMs were identified on 32 (10%) of the sides. Histologically, a connective tissue connection between the AEM and ulnar nerve was found in all specimens, and a direct connection between the AEM and the underlying joint capsule was found in most specimens. No grossly visible compression of the ulnar nerve by the overlying AEM was observed with flexion or extension of the elbow. With artificial contraction of the AEM, the ulnar nerve was found to move out of the depths of the ulnar groove in roughly half of the sides. Previously unreported relationships between Osborne's ligament, the AEM, and the underlying ulnar nerve were found. These findings will improve our understanding of the relationship between these structures and the ulnar nerve at the elbow. During surgery in this area, care should be taken to avoid injuring the ulnar nerve when applying traction to the AEM.

Controversial efforts to censor the term pudendum and related pudendal anatomical terminology from Terminologia Anatomica (TA) have been met with mounting criticisms. The proponents of censorship have deemed pudere-related terminology nondescriptive and "unscientific." However, its etymology refers to the hair which covers the underlying genitalia and renders the underlying anatomy less conspicuous. Accordingly, the terminology speaks to location (the region covered by the hair), structure/function (the hair covering which obscures the view of underlying structures), and human development (pubarche). Moreover, pudere-related terminology is increasingly used in modern-day science and, therefore, "scientific" by virtue of its utility. Aside from human anatomy, pudere-related scientific terminology is used to describe nearly 1000 species from varied kingdoms, genera, and so on, and the nature of being or becoming inconspicuous. Proponents of censorship have argued the false pretense that biologists would regard as 'shameful' the essential functions undertaken by structures in the perineum based upon ancient etymology. They have also argued that pudere-related terms, including pudendal nerve, are somehow sexist, despite being used indiscriminately of sex for millennia. As a result of misleading information, the International Federation of Associations of Anatomists and its Federative International Committee for Equality and Diversity in Anatomy have recommended replacing pudendal terminology with perineal terminology, which would confound longstanding anatomical language. Because censorship of well-established anatomical terminology may impair communication, it is important to highlight erroneous reasons for censorship when they occur. Therefore, this report highlights several flaws in the logic regarding the censorship of pudere-related terms.

Human anatomy, a cornerstone course in medical education, faces several challenges, such as teaching resource shortages, compressed class hours, and heavy student workloads. Traditional teaching models of anatomy often fall short in stimulating interest, promoting deep understanding, and enhancing learning engagement. Massive Open Online Course (MOOC)-empowered blended teaching mode offers a potential solution. This study aims to evaluate this blended teaching mode by investigating the psychological-behavioral pathways among students' perceived course value (PCV), knowledge integration and deep processing (KIDP), and learning engagement and behavioral shifts (LEBS). Additionally, we explore the predictive value of MOOC performance for final examination outcomes. An anonymous survey was conducted among medical undergraduates of our university. The questionnaire measured three core dimensions: PCV, KIDP, and LEBS, with items scored on a five-point Likert scale. Spearman correlation analysis was performed to explore the relationships between specific MOOC teaching elements and these latent variables. Structural Equation Modeling (SEM) was employed to examine the mediating role of KIDP. Linear regression analysis was used to assess the correlation between MOOC scores and final examination results. Spearman Correlation analysis revealed a strong positive correlation among PCV, KIDP, and LEBS (r = 0.73-0.86, p < 0.001). The perceived value of instructional videos was significantly and positively correlated with all core dimensions (p < 0.001), whereas the demand for clinical content showed a significant negative correlation (p < 0.001). The measurement model demonstrated high reliability and validity, with all standardized factor loadings exceeding 0.6 and model fit indices meeting recommended thresholds. SEM indicated that the direct path from PCV to LEBS was not significant, while the indirect effect through KIDP was substantial (indirect effect = 0.774), identifying KIDP as a full mediator. MOOC scores showed a positive linear correlation with final examination scores (r = 0.443, p < 0.001). The regression equation was y = 0.5225x + 24.842, indicating that a 1-point increase in the MOOC score predicted a 0.52-point increase in the final examination score. This study empirically reveals that MOOC-empowered blended teaching mode substantially improves the effectiveness of anatomy learning and serves as a valid predictor of final academic performance. KIDP is the key bridge between students' perceptions and their actual learning actions. These findings provide strong support for teaching reforms and the digital transformation of foundational medical courses.

Virtual dissection tables such as Cadaviz offer interactive, 3D visualization of anatomical structures, potentially enhancing comprehension and engagement in medical education. This study examines how first-year MBBS students with diverse academic standings perceive the effectiveness of Cadaviz in supporting their anatomy learning. A cross-sectional survey was conducted with 220 first-year MBBS students at Sree Balaji Medical College, Chennai. Participants were stratified into Below-Average, Average, and Above-Average groups based on internal assessment scores. Perceptions of Cadaviz were assessed using a 20-question Likert-scale questionnaire covering effectiveness, engagement, interactivity, accessibility, usability, and perceived role of Cadaviz alongside traditional dissection. Data were analyzed descriptively and via one-way ANOVA to compare mean Likert Scale Scores across performance strata. Cadaviz was perceived as an effective anatomy learning tool, with below-average students reporting the greatest benefits in understanding structures, comprehension, and learning efficiency (p = 0.043-0.005). While traditional cadaveric dissection remained preferred, Cadaviz was valued as a supplement, enhancing engagement, interactivity, and self-paced learning. Students highlighted its accessibility, flexibility, and user-friendly interface, with fewer technical difficulties. Cadaviz fostered inclusive, learner-centered education, promoting active participation, conceptual understanding, and confidence across all academic strata, particularly supporting students needing additional reinforcement.

The buccomandibular space is a potential space located within the oral and maxillofacial regions. This morphological study aimed to provide a detailed anatomical description and ultrasonographic examination of the buccomandibular space and its adjacent structures, to discuss its clinical significance-particularly in relation to pathological conditions such as the spread of odontogenic infections, complications associated with antiaging injectables, and tumor invasion-and to offer valuable insights into the understanding and management of lower face treatment and rejuvenation. Anatomical dissection was performed on 28 facial halves, including 10 from five embalmed and 18 from nine fresh-frozen Korean adult cadavers. An ultrasonographic study was conducted on 12 facial halves of six healthy Korean adult participants. In addition, targeted intraoral polycaprolactone filler injection into the buccomandibular space was performed on two fresh-frozen hemifaces to simulate the expansion of the potential space, followed by ultrasonographic validation and intraoral dissection to confirm the filler-occupied area. The buccomandibular space was bounded by six anatomical boundaries. Ultrasonographic examination at three reference points in the lower third of the face identified adjacent muscular and vascular structures. This study presented various methods for clarifying the boundaries and adjacent structures of the buccomandibular space. The detailed anatomical insights gained in our study can enhance the understanding of the buccomandibular space, including its clinical relevance and anatomical relationships with adjacent structures. These findings may also improve the interpretation of ultrasonographic imaging for healthcare professionals and students in both clinical and educational settings.

Ultrasound (US) is a clinically important imaging modality that can also enhance medical students' understanding of anatomy, physiology, and pathology. However, its integration into preclinical curricula often remains limited due to challenges such as resource constraints and instructor availability. To address these shortcomings, we implemented and evaluated a peer-assisted learning (PAL)-based US course-Summer School of Anatomy-based Sonography Heidelberg (SASH)-with a daughter course at a second institution, the University of Cambridge (Cam-SASH). Both programs focused on teaching fundamental US techniques through a structured, tutor-led curriculum including an accompanying course manual. In 2022, we evaluated both programs prospectively, including 36 medical students. Over 1 week, student tutors trained participants in B-mode abdominal US through lectures, hands-on practice, and assessments, including Objective Structured Clinical Examinations (OSCEs) and pre- and post-course multiple-choice tests of anatomical knowledge. Post-course knowledge levels were comparable between Hei-SASH and Cam-SASH participants, with no significant differences observed in multiple-choice tests or OSCE performance (p ≥ 0.17). Feedback was overwhelmingly positive, with students reporting increased confidence and proficiency in performing US scans and interpreting images. This study highlights the transferability of PAL-led US courses, with comparable outcomes between institutions. Our findings support the inclusion of such programs in undergraduate medical curricula, as they provide a cost-effective and scalable solution to resource limitations. By enabling students to gain hands-on experience with real-time imaging, these courses bridge the gap between theoretical learning and clinical application, equipping future physicians with essential diagnostic skills.

Temporal lifting using injectable fillers has gained considerable attention in facial esthetics, based on the anatomical principle that strategic volumization can produce lifting effects through mechanical transmission of forces. However, there is a significant gap between anatomical plausibility and clinical evidence. To conduct a scoping review of the literature examining the evidence supporting temporal lifting and to explore the discrepancy between anatomical theory and measurable clinical results. A search of the PubMed and MEDLINE databases was conducted using terms such as "temporal lifting," "temporal filler," and "fascial lifting." Clinical studies and case series that evaluated the mechanical or clinical effects of injections in the temporal region were included. Although cadaveric studies provide robust theoretical support for force transmission through fascial continuity, clinical validation reveals substantial limitations. Prospective studies demonstrated minimal tissue displacement (0.13 mm) despite high patient satisfaction, suggesting expectation bias. A recent randomized clinical trial employing automated stereophotogrammetry found insignificant displacement (< 0.7 mm) and null GAIS scores. In contrast, another RCT reported more pronounced lifting effects using extended techniques and combined injections, although methodological and volume differences may justify the divergent results. The primary outcome of temporal injections is local volumetric restoration rather than true lifting. Clinicians should emphasize the predictable benefits of volumization, presenting any lifting effect as a possible secondary benefit of variable magnitude. Although temporal lifting possesses anatomical plausibility, clinical evidence does not always support lifting effects when standard volumes are used. The persistent gap between subjective clinical impressions and objective measurements underscores the importance of methodological rigor in validating anatomical concepts.

Osteoarthritis (OA) is a progressive degenerative joint disorder characterized by cartilage breakdown, inflammation, and subchondral bone remodeling. As research increasingly relies on physiologically relevant systems, advanced invitro models have become essential for exploring OA mechanisms and identifying therapeutic targets. This review synthesizes current developments in two-dimensional (2D) and three-dimensional (3D) invitro models used to investigate OA-related signaling pathways and therapeutic strategies. This review aims to critically evaluate and compare two-dimensional (2D) and three-dimensional (3D) invitro OA models, with particular emphasis on their structural characteristics, signaling mechanisms, and translational relevance. Relevant literature published between January 2009 and January 2025 was examined across major scientific databases, including PubMed, Scopus, and Web of Science. Studies employing 2D or 3D invitro OA models to explore signaling mechanisms or therapeutic interventions were reviewed and integrated into a qualitative narrative synthesis. Across the analyzed literature, 3D models-such as bioprinted constructs, organoids, microfluidic systems, and stem-cell-derived platforms-were consistently reported to more closely replicate OA-related structural, biochemical, and biomechanical processes than traditional 2D systems. These models facilitated deeper insights into key pathways, including NF-κB, Wnt/β-catenin, and TGF-β signaling. Emerging technologies such as joint-on-a-chip systems and patient-specific induced pluripotent stem cell (iPSC) platforms further enhance translational potential by enabling personalized disease modeling. Key signaling pathways identified across the included studies included NF-κB, Wnt/β-catenin, and TGF-β signaling, which were consistently associated with inflammatory responses, chondrocyte hypertrophy, and cartilage remodeling processes. Narrative synthesis of current evidence highlights the substantial progress made in 3D invitro OA modeling. By incorporating stem cells, bioprinting approaches, physiologically relevant matrix environments, and inflammatory stimuli, these platforms offer improved fidelity in mimicking joint physiology and OA progression. Collectively, they represent an important step toward more accurate drug testing and the development of personalized therapeutic strategies.