Anatomy Course Research Articles

The Role of Artificial Intelligence in Higher Education: ChatGPT Assessment for Anatomy Course

The extensive research conducted over a prolonged period of time has resulted in the rapid advancement of artificial intelligence (AI) technology, leading to the development of numerous applications. One such recent AI application is ChatGPT, an AI chatbot that has gained millions of users in a short span of time, and can read and write texts. The aim of this study is to compare the performance of ChatGPT in an anatomy course with that of undergraduate students. The participants were students from the Faculty of Health Sciences at a state university in Turkey, who had previously taken an anatomy course. The examination was in the form of a multiple-choice test consisting of 40 items. It was found that ChatGPT outperformed the students in the examination.

Presence of Bilateral Rectus Sternalis Muscles in an 88-Year-Old White Female Donor

The rectus sternalis muscle is a rare anatomical variant present in the anterior chest wall of humans. This study presents a case of rectus sternalis muscles found in an 88-year-old White female donor during an anatomy course. The embryology and function of this vestigial muscle remain unclear. The muscle has clinical significance in breast augmentation surgery and mammography. In surgery, the muscle can be used to improve the end quality of breast augmentations. In mammography, the rectus sternalis muscle can mimic irregular masses in the breast, leading to misdiagnosis. Advanced imaging techniques such as magnetic resonance imaging and computed tomography scans can confirm the presence of rectus sternalis muscle. Lack of awareness of this muscle can result in surgical complications and unnecessary procedures. Physicians should be aware of this anatomical variation to ensure accurate diagnosis and appropriate surgical planning.

Bifurcation of the Brachial Artery into Brachioradial and Brachioulnar Arteries in the Proximal Arm: Case Report and Clinical Significance

During anatomical dissection of fifty donors in the 2020 undergraduate first-year anatomy course at the Uniformed Services University of the Health Sciences, a high origin of the radial and ulnar arteries, also known as a brachioradial artery and a brachioulnar artery, was observed on the left arm of a 90 year-old White female donor. The bifurcation of the brachial artery occurred in the proximal third of the arm. Both the left brachioradial and left brachioulnar arteries ran superficial and medial to the biceps brachii muscle. The brachioulnar artery continues as the UA in the forearm, ran superficial and lateral to the flexor carpi ulnaris muscle, traversed the flexor retinaculum, and continued to form the superficial arterial palmar arch. The brachioradial artery ran deep to the pronator teres muscle and continued as the RA in the forearm. It presented with an atypical branching pattern and was tortuous until it reached the hand. On the dorsum of the hand, the radial artery runs superficial to the first dorsal interosseous muscle, parallel to the first metacarpal bone. It also reached the palmar side of the hand in an unusual manner. Medical professionals, especially radiologists, orthopedic and vascular surgeons, need to be aware of these variations to avoid iatrogenic injuries during normal procedures, such as venipuncture and intravenous injections. Knowledge of these variations is also important during invasive procedures, such as elbow reconstructive surgery, percutaneous brachial catheterization, and when creating an arteriovenous fistula using the radial artery. When such variations are suspected, Doppler and angiogram studies are necessary.

H04 The sign of Leser–Trélat: an eponymous misnomer?

Abstract The sign of Leser–Trélat is a paraneoplastic phenomenon consisting of a sudden eruption of seborrhoeic keratoses. It is credited to two surgeons, Edmund Leser (1853–1918) and Ulysse Trélat (1827–1890), who described cutaneous lesions associated with internal malignancies. Edmund Leser, the author of the Textbook of Special Surgery in 50 Lectures, initially studied law in Bonn before qualifying in medicine in Leipzig in 1880. He became Richard von Volkmann’s assistant at Martin Luther University. He was awarded his chair of surgery in 1894, 10 years after becoming a surgeon, and he practised in Goethe University, Frankfurt. Ulysse Trélat was born in Paris in 1827. His father was a republican political activist, Minister of Public Works and known as the founder of public hygiene in France. Ulysse Trélat was employed as an assistant anatomist in surgery at the ‘École Pratique’ 1 year before graduating high school in 1844. He finished his medical studies in 1854 and became a surgeon in 1857. In 1858, he was running the anatomy course in ‘École Pratique’. He replaced Paul Broca, well known for his research on Broca’s area in the frontal lobe, at Hospital Necker in 1880. In 1884, he was awarded a chair of surgery at ‘Hospital de la Charite’, replacing Leon Athanase Gosselin. Notable among his works is the description of the ‘Baizeau and Trélat method’ of surgical repair of cleft palate, and his book Clinique Chirurgicale. Leser and Trélat independently published papers describing skin lesions associated with mammary carcinoma and visceral malignancies. However, their description of cutaneous lesions was more in keeping with the appearance of senile angiomata or Campbell de Morgan spots. Therefore, the credit should go to Eugen Von Hollander (1867–1932), another German surgeon who accurately described the lesions in a paper published in 1900 titled ‘Contributions to the early diagnosis of intestinal carcinomas’. He observed skin changes associated with internal malignancies consisting of an eruption of flat, shiny, pigmented, glandular, epithelial growths similar to seborrhoeic warts or verrucae seniles in young patients with cancer. He hypothesized that there might be a link between abnormal epithelial proliferation in internal organs and skin keratinocyte proliferation. He is remembered for performing the first facelift, on a Polish aristocrat in 1912. The sign of Leser–Trélat is so deeply embedded in medical literature and the minds of modern practitioners that it is unlikely to ever be erased. However, the contribution of Eugen Von Hollander should not be forgotten.

Effects of using superheroes in an undergraduate human anatomy curriculum.

Students often find human anatomy courses to be difficult due to the large amount of content covered at a fast pace, which can result in students failing to retain pertinent information. Superheroes are at the forefront of today's popular culture, with many students identifying with specific characters. Utilizing aspects of students' lives, or their agency, that they can resonate with in the classroom, such as their interests in superheroes or personal connections to fictional characters, may help drive students' motivation to learn course content. This study investigated if the use of superheroes in an anatomy curriculum helped undergraduate students learn, apply, and improve their anatomical knowledge. Two courses at The Ohio State University-Columbus Campus, one with a superhero-based curriculum and one with a traditional anatomy curriculum were compared over three semesters using quizzes and survey data. Results from this project found that the use of superheroes/pop culture in anatomy education is an effective way to teach content. The study also showed that most students found the use of superheroes increased their motivation to learn, helped them gain a deeper understanding of the material, and helped them find the content more approachable and enjoyable. In summary, anatomy curricula can still be taught and explained through these creative and "marvel"-ous examples as it can help students connect the material to their own agency and drive motivation to learn.

Perception of Nursing Students in Ondo State of Nigeria Towards Some Selected Courses in Human Anatomy

Perception of Nursing Students in Ondo State of Nigeria Towards Some Selected Courses in Human Anatomy

Formative assessment and student understanding of structure-function.

The structure and function relationship is a core concept identified by physiology faculty. Prior research has shown this may be a difficult concept for students to understand. Formative written assessments, such as short answer essay questions, allow students to demonstrate their thinking by encouraging students to use their diverse ideas to construct their responses. Varying the context of a question, such as the inclusion of a scenario, may be used to provide insight into the different stages of students' emerging biological expertise. Short answer questions based on the core concept structure↔function were administered to students in a junior level General Physiology course and a sophomore level Human Anatomy and Physiology course at a large southeastern public university. Questions were based on the integumentary, muscular, digestive and cardiovascular systems. Student responses were scored with a conceptual rubric developed for each question prompt as well as each organ system represented in the question prompts. Students were interviewed to determine if their responses to the short answer questions accurately reflected their thinking. Less than half of the student responses in this study demonstrated conceptual understanding of the structure-function relationship. Students demonstrated different conceptual understanding of structure↔function concepts depending on the question prompt with a scenario versus question prompt without a scenario. The question prompts with scenarios versus non-scenarios provided a different context which may have influenced student explanations. These results suggest that instructors should provide students with questions in varying contexts to allow students to demonstrate their heterogeneous ideas about a concept.Formative.

Simplified Easy-Accessible Smartphone-Based Photogrammetry for 3-Dimensional Anatomy Presentation Exemplified With a Photorealistic Cadaver-Based Model of the Intracranial and Extracranial Course of the Facial Nerve.

Smartphone-based photogrammetry (SMPhP) was recently presented as a practical and simple algorithm to create photorealistic 3-dimensional (3D) models that benefit from volumetric presentation of real anatomic dissections. Subsequently, there is a need to adapt the techniques for realistic depiction of layered anatomic structures, such as the course of cranial nerves and deep intracranial structures; the feasibility must be tested empirically. This study sought to adapt and test the technique for visualization of the combined intracranial and extracranial course of the facial nerve's complex anatomy and analyze feasibility and limitations. We dissected 1 latex-injected cadaver head to depict the facial nerve from the meatal to the extracranial portion. A smartphone camera alone was used to photograph the specimen, and dynamic lighting was applied to improve presentation of deep anatomic structures. Three-dimensional models were created with a cloud-based photogrammetry application. Four 3D models were generated. Two models showed the extracranial portions of the facial nerve before and after removal of the parotid gland; 1 model showed the facial nerve in the fallopian canal after mastoidectomy, and 1 model showed the intratemporal segments. Relevant anatomic structures were annotated through a web-viewer platform. The photographic quality of the 3D models provided sufficient resolution for imaging of the extracranial and mastoid portions of the facial nerve, whereas imaging of the meatal segment only lacked sufficient precision and resolution. A simple and accessible SMPhP algorithm allows 3D visualization of complex intracranial and extracranial neuroanatomy with sufficient detail to realistically depict superficial and deeper anatomic structures.

Automated grading of anatomical objective structured practical examinations using decision trees: An artificial intelligence approach.

An Objective Structured Practical Examination (OSPE) is an effective and robust, but resource-intensive, means of evaluating anatomical knowledge. Since most OSPEs employ short answer or fill-in-the-blank style questions, the format requires many people familiar with the content to mark the examinations. However, the increasing prevalence of online delivery for anatomy and physiology courses could result in students losing the OSPE practice that they would receive in face-to-face learning sessions. The purpose of this study was to test the accuracy of Decision Trees (DTs) in marking OSPE questions as a first step to creating an intelligent, online OSPE tutoring system. The study used the results of the winter 2020 semester final OSPE from McMaster University's anatomy and physiology course in the Faculty of Health Sciences (HTHSCI 2FF3/2LL3/1D06) as the data set. Ninety percent of the data set was used in a 10-fold validation algorithm to train a DT for each of the 54 questions. Each DT was comprised of unique words that appeared in correct, student-written answers. The remaining 10% of the data set was marked by the generated DTs. When the answers marked by the DT were compared to the answers marked by staff and faculty, the DT achieved an average accuracy of 94.49% across all 54 questions. This suggests that machine learning algorithms such as DTs are a highly effective option for OSPE grading and are suitable for the development of an intelligent, online OSPE tutoring system.

Distribution patterns of infraorbital nerve branches and risk for injury

BackgroundDuring oral and head and neck surgery, oral vestibular incisions may require a transverse incision on the upper lip mucosa, resulting in possible sensory disturbances in the area innervated by infraorbital nerve (ION) branches. Although sensory disturbances are attributed to nerve injuries, anatomy textbooks have not showed the precise distribution patterns of the ION branches in the upper lip. Furthermore, no detailed study has been available on this issue. This study aimed to reveal the precise distribution patterns of ION branches in the upper lip by dissecting the detached upper lip and cheek area using a stereomicroscope. MethodsDuring a gross anatomy course at Niigata University (2021–2022), nine human cadavers were examined with special focus on the relationship between ION branches in the upper lip and the layered structure of facial muscles. ResultsThe ION branched to the inferior palpebral (IP), external and internal nasal, and superior labial (lateral and medial) nerves. The ION branches in the upper lip did not run in a horizontal pattern from outside to inside but showed a predominantly vertical pattern. Considering their course, incising the upper lip mucosa transversely may cause paresthesia of the ION branches. The internal nasal (IN) and medial superior labial (SLm) branches tended to penetrate the orbicularis oris and descend between this muscle and labial glands, whereas the lateral superior labial (SLl) branches tended to innervate the skin. ConclusionsThese findings suggest that a lateral mucosal incision is recommended for oral vestibular incisions of the upper lip and that deeper incisions to the labial glands should be avoided when incising the medial side to preserve the ION during surgery from an anatomical point of view.

Teaching Dental Drawings for Freshman Dental Students and Its Correlation with Manual Dexterity.

To assess whether the implementation of teeth drawing exercises in a dental anatomy course improves first-year (D1) dental students' understanding of tooth morphology, their dexterity, and their clinical skills compared with D1s who did not participate in the drawing exercises. In 2020, a "Teeth Drawing Module" was implemented within the D1 dental anatomy curriculum. In this course, students learn how to draw accurate outlines of teeth. The students are required to complete two types of drawing projects. Illustrations and instructions of teeth drawings that are outlined in a manual drawing book, PowerPoint presentations, illustration videos, and assessments are provided. Students' grades in the drawing module, waxing skills assessments, and their didactic exams were used to evaluate and assess the correlation between their drawing aptitude and their manual skills. Students who took the drawing course were compared with students who did not take the drawing course to determine if the drawings improved students' understanding of tooth morphology, their dexterity, and their clinical skills. A comprehensive survey was also developed and distributed to students who had the drawing module in their curriculum. Students who participated in the drawing module were more successful in the dental anatomy course compared with students in the control classes. Classes that had drawing exercises scored significantly higher in all dental anatomy waxing exercises compared with classes that did not have drawing exercises (p < 0.001). There was a significant positive correlation between drawing and waxing scores (p < 0.05). Moreover, there was a significant positive correlation between drawing and didactic scores (p < 0.001). Drawing exercises can be useful instruments for effectively representing and integrating the spatial domain of anatomical information. Teeth drawings as an adjunctive tool offer excellent visualization and allow students to improve their manual dexterity and knowledge in the dental anatomy course.

Aorta-Right Atrium Tunnels: A Heart-Blowing Diagnosis

This case report presents the diagnostic pathway and management of a rare congenital cardiac anomaly with an aorto-right atrial communication. Case: A 20-year-old male was assessed in clinic due to chest pain with aortic dilation. He presented acutely with recurrent chest pain. He underwent multimodality cross-sectional imaging and invasive testing to determine the anatomical and physiological nature of the defect. Given the recurrent chest pain and known dilated aorta, the patient first underwent cardiac computed tomography, which incidentally detected the anatomical defect. A communication from the aortic sinuses to the right atrium was identified, which was previously unknown. Further assessment with cardiac magnetic resonance imaging did not demonstrate a significant shunt with a QpQs of 1:1. He proceeded to invasive catheter, which further defined the anatomical course of the communication, and haemodynamic data further supported the absence of a significant shunt. Consensus from the Adult Congenital Group was to pursue conservative management. Aorta-right atrium tunnels continue to be a rare entity. Multimodality imaging is crucial in defining the anatomical and physiological parameters of the congenital lesion, allowing for improved clinical decision-making. In this case, unlike previous common practice when most of these patients received surgery regardless of their haemodynamic situation, the patient was conservatively managed. With combining clinical and advanced imaging, this shift away from interventions is becoming more common.

Student Extraneous Load Analysis in Online-Based Plant Tissue Structure Learning

This study aims to determine the cognitive load of students in online-based plant anatomy learning. The research was conducted at the Biology Education Study Program at a State University in Palembang, Indonesia. The research subjects were Biology Education students (n=73) who contracted the plant anatomy course. The instrument used to determine students' mental effort in understanding plant anatomy material is a questionnaire with a Likert scale with five answer choices: very easy (VE), easy (E), moderate (Md), difficult (D), and very difficult (VD). The aspects measured are (i) identifying the type of tissues and its characteristics by observing 2D and 3D images; (ii) analyzing the interrelationship of tissues structure and it function; (iii) identifying the structure of the constituent tissues in several plant organs, and (iv) spatial thinking related to the structure of plant tissues. The research data shows that the highest percentage in all aspects is in the medium category (MD), which ranges between (31.14% - 47.69%), which means that the learning carried out is not too burdensome for students in these four aspects. However, the data also shows that in the second aspect, namely the ability to analyze the relationship between structure and function, 31.64% of students stated that it was difficult. This is due to the complexity of the material related to the structure and function and the ineffectiveness of the media used in online-based learning

The impact of effective study strategy use in an introductory anatomy and physiology class

Introductory courses in biology often act as a gateway for students seeking careers in healthcare and science-related fields. As such, they provide a prime entry point for innovations seeking to enhance students’ learning of foundational content. Extant innovations and interventions have been found to positively impact students’ study strategy use with concomitant impacts on course exams and grades. These innovations, however, often have associated time and other costs, which may ultimately limit more widespread use. Our study builds on prior findings by exploring the extent to which students evidence increased use of effective study strategies after engaging in a brief (i.e., 15-min), online module requiring no financial cost for students or time commitment from instructors, and whether changes in students’ use of effective study strategies are associated with changes in exam performance. The present study employed a brief, online module designed to support undergraduate students’ (n = 98) use of effective study strategies in an introductory human anatomy and physiology course. Through a pretest-posttest design, students described the strategies they used to study and completed four cognitive and metacognitive subscales before and after engaging in a brief, online module designed to teach them about effective study strategies. Results were somewhat mixed: students evidenced a modest, statistically significant increase in the number of strategies used and changes in strategy use were associated with changes in exam score only for some measures. Notably, this relationship was not moderated by GPA, suggesting that the strength of the relationship between changes in strategy use and changes in exam scores were not different depending on students’ levels of prior academic performance. Taken together, the innovation was associated with increases in students’ exam scores, irrespective of GPA, but future research should explore the refinement and extension of the innovation to explore ways that increase efficacy and impact while still balancing sustainable implementation to account for challenges associated with instructor supervision and training, financial costs, and students’ time.

A longitudinal Q-study to assess changes in students’ perceptions at the time of pandemic

The COVID-19 pandemic forced many universities and colleges to rapidly adopt online course delivery. As with any new foray, realizing the optimal aspects of a course to change became incredibly important for course instructors. In this study, we used a particularly sensitive method, i.e. Q-methodology, to evaluate changes based on students’ perceptions from fall 2020 to winter 2021. Q-methodology is commonly used to uncover shared values, opinions, and preferences. Using Q-methodology, students participating in both semesters of an undergraduate anatomy and physiology course were surveyed in fall 2020 and winter 2021. The Q-sample included 44 statements. Data from fall 2020 were treated as the baseline and changes in students’ perceptions from 2020 to 2021 were assessed. In total, 31 students completed both fall 2020 and winter 2021 course evaluations. Three salient factors emerged from the fall 2020 evaluation: Overtaxed students, Solo Achievers, and In-Person Learners. At the baseline, students were concerned mostly about the delivery of the course, then the winter 2021 evaluation showed how they were adjusting to online learning. The longitudinal Q-study proved to be robust in identifying changes in perceptions. These granular findings indicate how students might differ in viewing and evaluating online courses. This methodology can be used in redesigning and restructuring different components of an online course in higher education settings.

Acute Radial Compressive Neuropathy: The Most Common Injury Induced by Japanese Rope Bondage.

Japanese rope bondage (RB), or Shibari, is an art form involving the voluntary and aesthetic binding of a person with a rope, which may result in compression injuries to peripheral nerves. To investigate the nature and extent of nerve injuries associated with this practice, we conducted a survey of four experienced RB practitioners (riggers) and participants who were willing to share their experiences of injury. Injuries presented acutely and immediately following full-body suspensions, with a total of 10 individuals (16 injuries) identified with damage to the radial, axillary, or femoral nerves. Notably, the radial nerve was the most commonly affected structure in our patient cohort, with 90.0% of individuals experiencing an injury at this level. We present a rare case of acute repeated compression of the radial nerve during full-body suspension RB. A 29-year-old female was suspended for 25 minutes using a 6-mm jute rope, resulting in wrist and finger drop, as well as reduced sensation in the left hand. Analysis revealed a 77.3% conduction block in the upper arm segment. Improvement was observed after three months, fully achieved after five months. Seventeen months later, re-compression of both radial nerves occurred during a similar suspension lasting 8-10 minutes. Improvement occurred after one week, fully achieved after four weeks. The third compression episode occurred three years later, lasting five minutes, with full recovery within two minutes. This study focuses on the injury of peripheral nerves, including the radial, axillary, and femoral nerves, namely, acute compression neuropathy induced by Japanese RB. Because the radial nerve is the most frequently injured structure, the findings underscore the significance of recognizing the anatomical course of the radial nerve, particularly its position posteriorly at the distal deltoid tuberosity level, as a means of preventing nerve injury in this region. This knowledge is particularly crucial for individuals engaged in the practice of RB, emphasizing the importance of taking precautions to avoid potential nerve damage.

Implementation of Ultrasound in Preclinical Education at Osteopathic Medical Schools: A Scoping Review.

Ultrasound (US) is recognized as a practical and safe form of medical imaging that utilizes ultrasound waves to develop images for diagnostic and procedural purposes. The clinical use of US has dramatically increased over recent years, secondary to the ease of use, portability, and functionality of US. The success of point-of-care ultrasound implementation into residency curricula has further underscored the importance of US education and its potential for use earlier in medical instruction. Osteopathic medical education places a significant emphasis on anatomy, thus a scoping review of the literature regarding the use of US in osteopathic preclinical years is warranted. The goal of this scoping study is to assess the current literature regarding the implementation and benefit of US instruction in preclinical osteopathic medical curricula. Four resources were utilized for the review, including PubMed, Google Scholar, JOM (formerly JAOA), and AMED, each with contiguous criteria for applicable literature. The searches were performed before the end of January 2023. Inclusion criteria for researched literature focused on osteopathic preclinical utilization of US technologies. Articles were subsequently evaluated using thematic and contextual analysis. Of the 2,968 articles evaluated, 22 articles met the inclusion criteria. There were several themes associated with the implementation of US within osteopathic curricula, including positive student perceptions of the modality, improved learning outcomes, and adaptations of US instruction into anatomical sciences courses. There is a need for continued research regarding US implementation in preclinical osteopathic medical school education, including within anatomical sciences. A minority of osteopathic schools have published details regarding how US has been applied in their curriculum.

SP46. Anatomic Analysis of a Masseteric to Zygomatic Nerve Transfer in Rat and Pig Models

PURPOSE: Facial reanimation is frequently achieved by performing a masseteric to zygomatic nerve transfer. This procedure enables nerve fibers of the fifth cranial nerve to re-innervate the facial muscles. Even though re-innervation is usually successful, the clinical outcome is commonly unsatisfying. This nerve transfer is one of multiple surgical techniques to treat facial paralysis. However, none of the current treatment options achieve fully satisfying results. In order to improve outcomes and establish new therapeutic approaches, translational research with preclinical animal models is inevitable. This anatomical study aimed to demonstrate the feasibility of a masseteric to zygomatic nerve transfer in rats and pigs. METHODS: In 30 rat hemifaces and 30 swine hemifaces, the masseteric branch of the trigeminal nerve was found directly below the zygomatic bone and was further dissected until a suitable length was reached. Starting from the stylomastoid foramen, the anatomical course of the zygomatic branch of the facial nerve, was dissected and the largest branch was chosen for the nerve transfer. The branching pattern and the anatomical course of both nerves were documented. The masseteric branch was cut most distally, whereas the zygomatic nerve was cut most proximally. In order to achieve an overlap of both branches, the nerves were fully mobilized and approximated by re-routing. Measurements of the overlapping distance and of the diameter of both branches at the overlapping point were taken. Lastly, the regeneration distance, starting from the distal overlap to the intramuscular branches of the zygomatic nerve, was measured. RESULTS: Tension-free coaptation was possible with a minimum 0.5 mm overlap between the masseteric and zygomatic nerves without cutting any tethering branches in all the rat dissections and by cutting an average of four (+/- 2.20) branches of the zygomatic nerve in pig dissections. In rats, the masseteric branch had a diameter of 0.36 mm (+/- 0.06) and the zygomatic branch of 0.46 mm (+/- 0.13), whereas in pigs, the masseteric branch measured 0.52 mm (+/- 0.16) and the zygomatic branch 0.61 mm (+/- 0.12). In regards to branching quantity, a significant difference was determined between both nerves in pigs (P < 0.001), with the masseteric branch having three (+/- 1.35) branches in total and the zygomatic branch 11 (+/- 4.43). However, no significant difference was found in rats (P = 0.1723), as both presented with two branches. The regeneration distance measured 5.79 cm (+/-1.04) in pigs and 0.84 cm (+/- 0.23) in rats. CONCLUSION: This study proves the feasibility of a masseteric to zygomatic nerve transfer in rats as well as pigs, as an overlap was possible in all dissections. Both models have proven as useful preclinical animal model, which can be used for future facial nerve studies. General knowledge of the anatomical courses of the branch to masseter of the trigeminal nerve and of the zygomatic branch of the facial nerve should serve as a baseline for facial paralysis research.

The relationship between visual memory and spatial intelligence with students’ academic achievement in anatomy

IntroductionAcademic achievement is influenced by various factors. Spatial intelligence and visual memory are among the factors that seem to be related to learning anatomy. The aim of this study was to investigate the relationship between visual memory and spatial intelligence with students’ academic achievement in anatomy.MethodsThe present study is a descriptive cross-sectional study. All medical and dental students who had chosen anatomy courses (Semester 3 medicine and 2 dentistry) were the target population (n=240). The study tools were Jean-Louis Sellier 's visual memory test to determine visual memory and ten questions from Gardner Spatial Intelligence Questionnaire were employed to assess spatial intelligence. The tests were performed at the beginning of the semester and its relationship with the academic achievement scores of the anatomy course was examined. Data were analyzed by descriptive statistics, independent t-test, Pearson correlation and multiple linear regression.ResultsData of 148 medical students and 85 dental students were analyzed. The mean score of visual memory in medical students (17.1±5.3) was significantly higher than dental students (14.3±4.6) (P-value <0.001). But the mean score of spatial intelligence (31.5±5.9) was not significantly different between medical and dental students (31.9±4.9) (P-value=0.56). Pearson correlation coefficient showed that in medical students there was a direct relationship between visual memory score and spatial intelligence score with scores of anatomy courses (P-value<0.05). Moreover, in dental students, there was a direct relationship between the score of anatomical sciences with the score of visual memory (P-value=0.01) and the score of spatial intelligence (P-value=0.003).ConclusionThe results of this study showed that there is a significant relationship between spatial intelligence and visual memory with learning anatomy and planning to enhance these characteristics can be fruitful in students. It is suggested that Visual memory and spatial intelligence should be considered for student admission, especially in the fields of medicine and dentistry.

Spatial ability and 3D model colour-coding affect anatomy performance: a cross-sectional and randomized trial

Photorealistic 3D models (PR3DM) have great potential to supplement anatomy education; however, there is evidence that realism can increase cognitive load and negatively impact anatomy learning, particularly in students with decreased spatial ability. These differing viewpoints have resulted in difficulty in incorporating PR3DM when designing anatomy courses. To determine the effects of spatial ability on anatomy learning and reported intrinsic cognitive load using a drawing assessment, and of PR3DM versus an Artistic colour-coded 3D model (A3DM) on extraneous cognitive load and learning performance. First-year medical students participated in a cross-sectional (Study 1) and a double-blind randomised control trial (Study 2). Pre-tests analysed participants' knowledge of anatomy of the heart (Study 1, N = 50) and liver (Study 2, N = 46). In Study 1, subjects were first divided equally using a mental rotations test (MRT) into low and high spatial ability groups. Participants memorised a 2D-labeled heart valve diagram and sketched it rotated 180°, before self-reporting their intrinsic cognitive load (ICL). For Study 2, participants studied a liver PR3DM or its corresponding A3DM with texture-homogenisation, followed by a liver anatomy post-test, and reported extraneous cognitive load (ECL). All participants reported no prior anatomy experience. Participants with low spatial ability (N = 25) had significantly lower heart drawing scores (p = 0.001) than those with high spatial ability (N = 25), despite no significant differences in reported ICL (p = 0.110). Males had significantly higher MRT scores than females (p = 0.011). Participants who studied the liver A3DM (N = 22) had significantly higher post-test scores than those who studied the liver PR3DM (N = 24) (p = 0.042), despite no significant differences in reported ECL (p = 0.720). This investigation demonstrated that increased spatial ability and colour-coding of 3D models are associated with improved anatomy performance without significant increase in cognitive load. The findings are important and provide useful insight into the influence of spatial ability and photorealistic and artistic 3D models on anatomy education, and their applicability to instructional and assessment design in anatomy.