Anatomy Course Research Articles

Team-Based Learning & Point of Care Ultrasound (POCUS) to Augment a Preclinical Cardiovascular Physiology Course

Introduction: There has been increasing interest in point of care ultrasound (POCUS) as a learning tool in preclinical medical anatomy and physiology courses. Few interventions have used team-based learning (TBL) to teach cardiac POCUS. This study investigates a novel TBL exercise designed to integrate cardiac anatomy, physiology, and cardiac POCUS education within a first-year cardiovascular (CV) course called Team-Based Learning – Ultrasound (TBL-US). Methods: The TBL-US exercise consisted of four phases: preparation, individual and team readiness assurance, image acquisition and application, and knowledge assessment. Six second-year students were trained to facilitate the session under physician supervision. Pre- and post-session knowledge assessments were administered to determine knowledge acquisition. Pre- and post-session surveys were administered to assess attitudes, beliefs, and confidence surrounding cardiac POCUS. Final exam scores were compared between participants and non-participants of TBL-US and stratified into high- and low-performing subgroups to account for pre-TBL baseline differences in ability between the groups. Results: A total of 54 first-year medical students completed TBL-US. Students showed significant improvement on the post-knowledge assessment compared to the pre-knowledge assessment (70.5% vs. 54.9% [p< 0.001]) and scored significantly higher on the final CV exam compared to non-participants (low-performing group: 85.92% vs. 81.02% [p=0.039], high-performing group: 89.22% vs. 85.95% [p=0.038]). Between 43.3-72.7% of students reported that TBL-US increased their understanding of CV anatomy, physiology, and cardiac POCUS. Discussion: Students found TBL-US to be a valuable teaching modality and improved student knowledge of CV anatomy, physiology, and cardiac POCUS. TBL-US effectively augments the learning of cardiac anatomy and physiology during the preclinical undergraduate medical curriculum.

A Mixed-Methods Investigation of First-Year Medical Students’ Professionalism Competency Development over the Gross Anatomy Course

Abstract Background While competency-based medical education (CBME) and competency assessment in clinical training are well documented, they are less commonly included in preclinical medical education. The gross anatomy laboratory is an opportune setting to incorporate competency assessment and reflection during preclinical medical education. This mixed-methods study determined how first-year medical student assessments of professionalism skills in the gross anatomy lab change over time and analyzed student reflections to contextualize the experiences they had developing the Professionalism competency. Methods First-year medical students at the University of Louisville completed self- and peer-assessments using the Professionalism Assessment Scale (PAS) at the beginning and end of their gross anatomy course (n = 83). The students also completed three competency development portfolio (CDP) entries throughout the course (n = 83). Qualitative thematic analysis with grounded theory was used to analyze comments related to professionalism skill development in the CDP reflections during the course. Results There was no statistical difference in PAS self-assessment scores from Time 1 (M = 4.81, SD = .209) to Time 2 (M = 4.85, SD = .217), p = .108. There was a statistically significant increase in PAS-peer-assessment scores from Time 1 (M = 4.89, SD = .165) to Time 2 (M = 4.93, SD = .127), p = .005. Thematic analysis of CDPs revealed that students believed they developed interpersonal relations/social skills, responsibility skills, and gross anatomy lab-specific skills over the gross anatomy course. Conclusions The Professionalism competency is inherently present and able to be assessed in the gross anatomy lab context for first-year medical students.

Leveraging Classroom Polling and Artificial Intelligence to Enhance Learner Engagement and Metacognition in a First-Year Anatomy and Physiology Course

This paper explores the integration and impact of a polling solution (EchoPoll) enhanced with artificial intelligence (AI) in a first-year university anatomy and physiology course. The primary aim of this study was to evaluate the student and instructor perspectives of integrating this new polling tool into this course. The overall aims for the integration of the tool itself were to increase student engagement, provide real-time feedback, and facilitate deeper understanding of complex concepts in a subject area that has historically been taught in traditional and often didactic face-to-face modalities. Anonymous feedback gathered from two different cohorts of students from 2023 and 2024 regarding their experiences using the polling tool was overwhelmingly positive – particularly in terms of enjoying the interactivity, opportunities to improve comprehension of difficult subject matter in real-time and overall learning. This paper discusses the features of the polling tool itself, its application in different classroom scenarios such as lectures, laboratories and workshops, and how it supported both the students and the instructor to change their approaches to exploring anatomical and physiological concepts based on shared understanding and experiences.

The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study.

Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

Paratenon-Sparing Quad Tendon Graft Harvest

Background: In recent years, the quadriceps tendon has gained popularity for primary anterior cruciate ligament (ACL) reconstruction surgery due to its robustness, easy access, and ability to be tailor-made to each patient. However, concerns remain regarding potential complications associated with quadriceps tendon harvest, including impaired healing and damage to the extensor mechanism. Indications: Preserving the quadriceps paratenon, which is a source of blood supply, nutrients, and therapeutic cells during ACL reconstruction surgery, may improve postoperative outcomes by mitigating potential adverse effects associated with quadriceps harvest. As a result, it may also facilitate the quadriceps healing process and postoperative rehabilitation. Technique Description: The incision area is marked approximately 1 cm below to 3 cm above the proximal patellar pole, and the skin is dissected from the underlying tendon, exposing both the quadriceps and its paratenon. Once the tendon insertion to the patella's proximal pole is visualized, a double-blade knife is used to make a full-thickness 2-cm longitudinal cut, taking care not to cut over 2 cm of the overlying paratenon. Then, the distal end of the tendon is safely detached from the patella followed by placing continuous whip sutures, which are then loaded on a graft harvesting system and cannula. The cannula is gently plunged underneath the paratenon while applying tension on the whip sutures with the knee flexed to 90°. Then, the cannula is twisted repeatedly under the paratenon until the desired length of 61/2 to 7 cm is reached. Again, care is taken not to lever the tendon and to harvest it along its anatomic course. Finally, the quad tendon cutter is used to transect the quad at its proximal end. During the procedure, knee extension and flexion are used to aid visualization and access to the tendon's ends. Results: Preservation of the quadriceps paratenon during its harvest for ACL reconstruction surgery can potentially improve postoperative outcomes by facilitating healing and reducing friction between the tendon and neighboring tissue. Discussion/Conclusions: Preserving the quadriceps paratenon during ACL reconstruction surgery is a technique that can be easily performed and has the potential to improve postoperative outcomes. By preserving the paratenon, surgeons can reduce potential adverse effects associated with quadriceps harvest, such as impaired healing and damage to the extensor mechanism. Based on our experience and the available literature, we believe that preserving the paratenon during quadriceps tendon harvest is a valuable technique that surgeons should consider when performing ACL reconstruction surgery. Patient Consent Disclosure Statement: The author(s) attests that consent has been obtained from any patient(s) appearing in this publication. If the individual may be identifiable, the author(s) has included a statement of release or other written form of approval from the patient(s) with this submission for publication.

Evaluating Anatomy Education in Kastamonu Çatalzeytin Vocational Higher Schools through Student Feedbacks

Aims: The aim of this study is to assess the attitudes of students in Vocational Higher Schools by obtaining their opinions, regarding the Anatomy course. Methods: This study is a survey-based research aimed at evaluating the opinions of 639 students enrolled in different programs (Disability Care and Rehabilitation, Physiotherapy, and Elderly Care Programs) at Kastamonu University Çatalzeytin Vocational Higher School regarding the Anatomy course, which they have taken theoretically. The survey questionnaire consists of 29 questions related to the evaluation of theoretical classes and eight questions related to the evaluation of exams. The survey questions were created online, and the participating students were provided with a link to access the survey questionnaire. Results: When asked about the contribution of the Anatomy course content to their professional development, 60.5% of the students responded positively, while 18.2% responded negatively. In regards to the inclusion of practical classes alongside theoretical classes, 80.9% of the students responded positively, while 7.1% responded negatively. Regarding the evaluation of exams, 63.8% of the students responded positively to the question of including visual-based questions in theoretical exams, while 19.5% responded negatively. When asked about the inclusion of practical exams alongside theoretical exams, 50% responded positively, while 27.6% responded negatively. Conclusions: Based on the findings of this study, which incorporates the opinions of the students, it is emphasized that practical classes should be included alongside theoretical classes in Anatomy education. Furthermore, it is noted that reminder sessions would be beneficial in the following years due to the tendency of forgetting the content of the Anatomy course.

Influential factors for medical students’ classroom concentration—evaluation with speech recognition and face recognition technology

Statement of the problemThe concentration of medical students in the classroom is important in promoting their mastery of knowledge. Multiple teaching characteristics, such as speaking speed, voice volume, and question use, are confirmed to be influential factors.PurposeThis research aims to analyze how teachers’ linguistic characteristics affect medical students’ classroom concentration based on a speech recognition toolkit and face recognition technology.Materials and methodsA speech recognition toolkit, WeNet, is used to recognize sentences during lectures in this study. Face recognition technology (FRT) is used to detect students’ concentration in class. The study involved 80 undergraduate students majoring in stomatology. The classroom videos of 5 class hours in the dental anatomy course were collected in October 2022. A quantitative research methodology is used in this study. Pearson correlation, Spearman correlation and multiple linear regression analyses were used to analyze the impact of time and teachers’ linguistic characteristics on students’ concentration.Results As a result of regression analysis, the explanatory power of the effect of the linguistic characteristics was 7.09% (F = 83.82, P < 0.001), with time, volume and question being significant influencing factors (P < 0.01). The local polynomial smooth of the scatter between the concentration degree and the use of questions with time appears to fluctuate cyclically and suggests a potential inverse relationship between the use of questions and the concentration degree.ConclusionsThe results of this study support the significant positive influence of volume and questioning technique, the negative influence of time, and the insignificant influence of speaking speed and the interval between sentences on students’ concentration. This study also suggested that teachers may adjust their questioning frequency based on their observation of students’ concentration.

Curricular Redundancy in Medical Undergraduate Course: Critical Insights from Various Stakeholders in Medical Institutes in India

Background Medical education is continuously evolving to keep pace with the dynamic field of medicine. This study addresses the issue of curricular redundancy in medical education, highlighting the necessity for periodic reviews to eliminate outdated or irrelevant topics. Method A descriptive qualitative approach was employed, involving participants from various medical schools across India. An online questionnaire was used to gather data on redundant topics, suggested replacements, and improvements in the curriculum for both didactic and non-didactic subjects, along with inputs related to assessment and evaluation methods. Content analysis was used for thematic identification and qualitative interpretation. Results Out of 71 respondents from a wide geographic distribution, 30% were female, and 70% were male, with an age range of 17 to 36 years. Participants expressed concerns about redundant theoretical (32%) and practical (51%) topics. Qualitative analysis highlighted the need for integrating different subjects and placing a stronger focus on practical clinical skills. Participants emphasized the importance of a curriculum that keeps pace with advancements in medicine, such as genomics and artificial intelligence, while also addressing mental health. Specifically, they suggested combining anatomy and surgery courses, incorporating more active learning techniques, and utilizing ongoing assessments to gauge progress. Conclusion The study highlights the necessity of eliminating curricular redundancy in medical education. Recommendations include developing a flexible curriculum, emphasizing region-specific content, and implementing a formative assessment system. Additionally, the importance of faculty development and stakeholder involvement in curriculum design is emphasized. Key Message Key insights for updating the medical undergraduate curriculum include the following:

Surveying dentistry students' perspectives on anatomy education: A questionnaire-based study

Background/Aim: Anatomy plays a crucial role in medical and dental education, equipping students with vital knowledge for comprehending the human body and its clinical implications. The COVID-19 pandemic led to a significant transition to online learning, raising questions about the efficacy of virtual anatomy education. Additionally, recent natural disasters like earthquakes have disrupted traditional learning settings, highlighting the need for alternative methods such as online instruction. This study sought to investigate dentistry students' opinions on anatomy education, specifically comparing the perspectives of students affected by earthquakes with those who were not, to determine any disparities in their attitudes towards online anatomy courses. Methods: A voluntary survey was conducted on 135 first-year students at Çukurova University Faculty of Dentistry during the 2023-2024 academic year. A 5-point Likert-type survey with 21 questions was used for data collection. Results were presented as percentages and analyzed. The Likert scale ranged from 1 = Strongly Disagree to 5 = Strongly Agree. Statistical analysis was performed using SPSS 20.0, including Kolmogorov-Smirnov and Shapiro-Wilk Tests for normal distribution assessment and the Mann-Whitney U-test for non-normally distributed scores comparison (P-value &lt;0.05). Results: Students directly affected by earthquakes showed a significant difference in their perception of online education compared to unaffected students, particularly in the question "Theoretical anatomy course can be followed online" (P=0.036). Conclusion: This study provides insights for enhancing education planning and development based on student feedback.

Novel muscular anomaly along the iliac crest: Innervation from the superior cluneal nerves and topographical relationship to the thoracolumbar fascia.

Aberrant muscle bundles of approximately 10cm in length, running subcutaneously from the posterior surface of sacrum to the iliac crest, were found on both sides of three males among 93 cadavers of anatomical courses for medical students. Since no precedent of this anomaly has been described in the literature, we present its morphology and discuss the significance of this muscle. This muscle originated from the tendinous fibers of the superficial-most layer of the sacral part of thoracolumbar fascia, became muscularized near the posterior superior iliac spine, passed over the origins of the gluteus maximus and medius, and inserted on the iliac crest. Some bundles crossed the iliac crest to insert between sublayers of the posterior layer of the thoracolumbar fascia. The superior cluneal nerves passed above, below, or penetrated the muscle. Branches from the segmentally lowest one or the conjoined lowest two entered the aberrant muscles. Considering its location and multi-layered structure, the muscle is likely to be a muscularized bundle of the thoracolumbar fascia. The aberrant muscle is also similar to the serratus posterior inferior in its location at the lateral end of the thoracolumbar fascia and below the latissimus dorsi. Nevertheless its innervation from the posterior rami of the spinal nerves and partial fusion at its origin implies a close relationship to the iliocostalis. This aberrant muscle may also be of clinical interest since it is potentially involved in the entrapment of the superior cluneal nerves as it runs along the caudolateral edge of the thoracolumbar fascia.

Variation and Arrangement of the Digastric Muscle in a Chinese Population.

The digastric, a prominent anatomic feature of the head and neck, exhibits clear ethnographic differences in the incidence of variation in its anterior belly (AB) and the relationship of its intermediate tendon (IT) to the stylohyoid (SH). There is a limited amount of information available regarding the digastric in the Chinese population, with most descriptions being individual cases. The present study aims to investigate the variability of AB, elucidate the relationship between IT and SH, and further address the arrangement of individual digastric muscles according to the type of AB and posterior belly (PB) of the digastric, as well as IT, in a Chinese population. Anatomic dissections of the head and neck were carried out bilaterally after student-performed neck dissections during a topographic anatomy course. The types of AB, PB, and IT were recorded to characterize and classify each digastric muscle. The incidence of AB variation was 21.05%. IT type Ⅰ and IT type Ⅱ accounted for 31.25% and 68.75%, respectively. The gross anatomy of the digastric was dominated by the arrangement of AB type I, IT type Ⅱ, and PB type I (63.16%). In addition, 2 rare AB variations were identified. To the best of our knowledge, this is the first report describing individual digastric arrangements and anatomically defining the normal digastric arrangement in the Chinese population. Careful consideration of the variant and anomaly of the digastric is critical for both surgeons and radiologists to provide accurate diagnostic and therapeutic procedures.

Anatomical Variation of the Recurrent Motor Branch of the Median Nerve.

The recurrent motor branch (RMB) of the median nerve has commonly thought to originate proximal to the terminal digital branches, although its anatomical course and number may vary. We report a rare variation of the RMB that arose from the second common palmar digital nerve. The median nerve bifurcated into the first and second common palmar digital nerves distal to the transverse carpal ligament, with the RMB dividing from the second common palmar digital nerve and traveling retrograde to enter the abductor pollicis brevis muscle. This high origin variation may be at increased risk of injury during procedures of the hand.

A Scoping Review on the Utility of Ultrasound to Visualize Bursae in Anatomical Dissection Courses

Bursitis is a common condition in clinical practice, often causing pain in the shoulder and buttock areas due to inflamed bursae. Proper diagnosis and treatment depend on knowing the presence and exact location of these bursae. Anatomy classes typically provide limited instruction on bursae because they are difficult to demonstrate during dissection courses. High-resolution ultrasound is an essential and versatile technique for detecting bursitis, and it could also serve as a valuable tool for students to better understand bursae. Relevant studies were screened in the following databases: CENTRAL, MEDLINE, BIOSIS Previews, EMBASE, and Web of Science Core Collection. Grey literature was also considered. Literature was screened on January 3, 2023. Only ultrasound investigations in human cadaver bursae were included, specifically using B-Mode ultrasound. The general characteristics of the included studies and the ultrasound-guided approaches for labeling the bursae were analyzed and examined. T The search found 8,899 matches, but only 15 met the criteria. Fifteen different bursae were studied, and 12 studies were included in the analysis. Both the marking substrate and the injected volume varied. Despite a high overall accuracy of 99% achieved using ultrasound-guided labeling approaches in the included studies, caution is advised due to the small sample size (1 to 24). The current study serves as a review to examine ultrasound studies on bursae in human cadavers. Ultrasound-guided labeling techniques achieve high accuracy and could be a valuable teaching tool in dissection courses. These techniques help visualize difficult-to-dissect structures and provide students with an understanding of sonoanatomy.

Bridging Innovation and Education: IJMS Volume 12 Issue 3 and the 2024 World Conference on Medical Student Research (WCMSR)

The International Journal of Medical Students (IJMS) is proud to present Volume 12, Issue 3, highlighting innovative research across various medical disciplines. This issue underscores the journal's commitment to fostering medical education and advancing healthcare. Featured articles explore critical areas, including narrative medicine's role in reducing burnout, stress management among medical students, and the long-term impacts of the COVID-19 pandemic on cancer referrals and treatment decisions. Public health concerns such as antimicrobial resistance and access to syphilis screening in vulnerable populations are also examined. Additionally, this edition includes insightful reviews on pediatric allergy consultations and the utility of ultrasound in anatomical dissection courses. Case reports on rare medical conditions, reflections on global surgical electives, and personal experiences in overcoming research challenges further enrich the content. To complement this issue, the IJMS announces the 2024 World Conference on Medical Student Research (WCMSR), taking place on October 26, 2024, with participants from over 40 countries. This event promises to be a valuable platform for showcasing the best global research, fostering discussion, and inspiring the next generation of medical professionals.

Enhancing anatomy comprehension through competency-specific formative assessments: A study on the effectiveness of pre and post lecture multiple-choice questions in CBME

Modern medical education was required to include clear, tailored and regular formative assessments, especially for Millennials. Competency-Based Medical Education (CBME) emphasized the objective assessment of anatomical competencies. Question-answer and viva-voce tests were considered subjective and resource-intensive. This research was conducted to examine how competency-specific formative assessments using multiple-choice questions and photos before and after competency-based medical lectures improved anatomy comprehension.: The research involved 150 first-year MBBS students who were enrolled in online anatomy courses. Competency-specific, picture-based, clinical scenario-based and multiple-choice pre-questionnaires were distributed. The questions were reviewed and attempted by students before attending the theory classes. Lecture classes were conducted according to the curriculum and competencies of the National Medical Council. After the lecture, the questions and answers were reviewed and a feedback questionnaire was administered. The feedback survey included Likert scale responses and open-ended questions to gauge students' opinions on the teaching and learning methodology.: It was observed that the method was effective, stimulating curiosity, motivation and engagement. Participants expressed that the approach facilitated memorization, imparted clinical knowledge and reinforced theory. Clinical scenario-based multiple-choice questions were found to enhance memory, spark interest and improve understanding of anatomy's clinical relevance. Students believed that this method would benefit them in university exams. Overall, 89.7% of participants found the methods highly satisfactory, 50% satisfactory and 10.3% unsatisfactory.: Competency-specific formative assessments using multiple-choice questions and photos before and after lectures were found to improve anatomy knowledge. The strategy was found to promote engagement, memory and clinical understanding, reinforcing anatomical concepts. The results of this study suggested that competency-specific formative assessments added value to the current CBME-based medical education by increasing learning and practical application.

The cognitive structure of gross anatomy knowledge in physiotherapy students.

Cognitive structures are the mental representation of domain knowledge and its organization. A preliminary investigation of the cognitive structure of gross anatomy knowledge was conducted on physiotherapy students. The criterion-related validation study examined two data modeling strategies (multidimensional scaling and Pathfinder networks) as potential visual and quantitative representations of cognitive structure. Two criterion standards were used: expert cognitive structure (concurrent) and the student's unit grade (predictive). The raw data for both data modeling strategies were generated from an online survey of paired comparisons of 20 anatomical structures and concepts relevant to musculoskeletal clinical practice. Convenience sampling was used to recruit first-semester physiotherapy students (n = 31), gross anatomy course instructors (n = 4), and domain experts (n = 3) who completed the online survey. The results indicated moderate-to-high effect sizes, regarding the level of agreement (reliability, accuracy, and association) between student and expert cognitive structures. Multiple regression analysis was performed to examine the potential relationships with unit grades. Six predictor variables accounted for 68.9% of the variance in unit grade, indicating a large effect size. The results provide preliminary evidence of concurrent and predictive criterion-related validity for using data modeling strategies to represent cognitive structure in this knowledge domain and population. Further research is indicated to assess the potential impact of this innovative use of data modeling strategies for cognitive structure mapping on gross anatomy education, adaptive learning, and competency-based education, leading to the long-term development of expertise.

Community college student perceptions of digital anatomy models as a curricular resource.

Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short-term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (n = 92). Academic content significantly affected self-reported student use (p < 0.001) as well as student perceived usefulness of the model (p = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools.

Mini Self-Retrieval Practices of Skeletal Muscles in the Human Gross Anatomy Course

Students in health professional studies are often faced with the daunting task of memorizing large volumes of information in a limited time. Gross anatomy is usually the first course students may take in their curriculum, and the volume and complexity of anatomical information students must memorize, including muscle names, become overwhelming. Here, we outline a teaching method and pedagogical application of self-retrieval in gross anatomy courses, where students were provided with a number system that served as goals and cues for easy retrieval of muscle names for different anatomical regions.

A national survey on the use of ultrasound as an educational tool to complement anatomy teaching at UK medical schools.

Our aim was to investigate the current use of ultrasound (US) in anatomy teaching across the UK, and to discover potential obstacles in its implementation in the undergraduate medical curriculum. An electronic survey consisting of 31 questions was distributed to anatomy course organizers at all 42 UK medical schools from June to October 2022. Both quantitative and qualitative data were obtained. Analysis of quantitative data was performed using frequency tables while responses to open-ended questions were analyzed individually by authors, and themes were extracted for presentation. There was a 100% response rate, with 23 (55%) medical schools using US in anatomy teaching. Of these, 17 (74%) schools taught normal US anatomy only, while 6 (26%) included pathology. Only 3 (13%) schools delivered weekly sessions, while 3 (13%) schools delivered monthly sessions and 17 (74%) held less frequent sessions. Of the 17 schools with hands-on sessions, these were delivered by radiologists in 6 schools, while sessions in other schools were facilitated by sonographers, other clinicians, students, and anatomy department staff. Students were able to operate US machines themselves in all 17 schools delivering hands-on teaching. Limitations in resources and trained staff as well as time constraints were cited as barriers for the introduction of US in anatomy teaching. Our results indicate that only just over half of all UK medical schools use US in anatomy teaching. As US is increasingly used in screening and diagnosis by various clinicians, learning how to use US early in the medical course would be beneficial. Identifying the barriers to introducing US in the anatomical curriculum is the first step towards the successful development of an US teaching programme.

Surgical Anatomy and Intrapelvic Course of Obturator Nerve

Study ObjectiveThe aim of this study is to reveal the anatomy of the obturator nerve (ON) and its important relationship in pelvic surgery with the surrounding anatomical structures. DesignProspective observational study. InterventionsParameters from the left and right ON's to relevant anatomical landmarks were measured and statistical analysis was performed. SettingThe current study was planned in Department of Anatomy Ankara University School of Medicine and then conducted at the Forensic Medicine Institute, Ankara Group Presidency after receiving the approval of the Institute for Forensic Medicine. ParticipantsThe study was performed in 40 fresh or fresh-frozen and female cadavers bilaterally. Measurements and Main ResultsThe mean distances of the midpoint of the left ON to the highest point of the fundus of uterus and isthmus of the uterus, cervico-uterine junction, and highest point of the promontory were 55.1 ± 10.4, 52.9 ± 12.4, 54.8 ± 11.3, and 58.5 ± 15.2 mm, respectively, and 58.7 ± 8.1, 52.5 ± 13.1, 61.4 ± 17.8, and 62.2 ± 19.7 mm on the right side, respectively (p > .05 for all values). The mean distance between the nerve root of the left ON and highest point of the promontory was 59.1 ± 28.4 mm, it was 59.7 ± 26.2 mm on the right side (p > .05). There were significant positive correlations between the distance between the left and right anterior superior iliac spines and the distances between the midpoint of the ON to the isthmus of the uterus on both the left and right sides of the pelvis (r = 0.546, p = .019, r = 0.896, p < .001, respectively). ConclusionsIntraoperative ON injury in gynecological procedures is a complication that may be minimized with good anatomical knowledge. Careful dissection should be performed to decrease the ON injury. The safe surgical zone was established for pelvic procedures by creating a topographical map of the ON. This research may improve pelvic surgery precision, aiding the development of better treatments and reducing ON-related complications.