Learning Anatomy Research Articles

Knowledge maps as a complementary tool to learn and teach surgical anatomy in virtual reality: A case study in dental implantology

AbstractA thorough understanding of surgical anatomy is essential for preparing and training medical students to become competent and skilled surgeons. While Virtual Reality (VR) has shown to be a suitable interaction paradigm for surgical training, traditional anatomical VR models often rely on simple labels and arrows pointing to relevant landmarks. Yet, studies have indicated that such visual settings could benefit from knowledge maps as such representations explicitly illustrate the conceptual connections between anatomical landmarks. In this article, a VR educational tool is presented designed to explore the potential of knowledge maps as a complementary visual encoding for labeled 3D anatomy models. Focusing on surgical anatomy for implantology, it was investigated whether integrating knowledge maps within a VR environment could improve students' understanding and retention of complex anatomical relationships. The study involved 30 master's students in dentistry and 3 anatomy teachers, who used the tool and were subsequently assessed through surgical anatomy quizzes (measuring both completion times and scores) and subjective feedback (assessing user satisfaction, preferences, system usability, and task workload). The results showed that using knowledge maps in an immersive environment facilitates learning and teaching surgical anatomy applied to implantology, serving as a complementary tool to conventional VR educational methods.

Virtual reality in medical education: Effectiveness of Immersive Virtual Anatomy Laboratory (IVAL) Compared to traditional learning approaches

Immersive Virtual Anatomy Laboratory (IVAL) is an innovative learning tool that combines virtual reality and serious games elements to enhance anatomy education. This experimental study compares IVAL with traditional learning methods in terms of educational effectiveness and user acceptance. An experimental design was implemented with 120 undergraduate health-science students, randomly assigned to two groups: an experimental group using IVAL, and a control group following traditional learning methods. Data collection focused on quantitative measures such as pretest and posttest vocabulary assessment scores and task completion times, alongside qualitative measures obtained through a user experience questionnaire. This study utilizes the Technology Acceptance Model (TAM), incorporating variables such as Perceived Usefulness and Perceived Ease of Use. Results revealed significant improvements in the experimental group, with a 55.95% increase in vocabulary scores and an 18.75% reduction in task completion times compared to the control group. Qualitative data indicated that IVAL users reported greater Perceived Usefulness of the technology, improved Perceived Ease of Use, a more positive Attitude Toward Using IVAL, and stronger Behavioral Intention to continue using IVAL for anatomy learning. This study demonstrates that the integration of immersive virtual reality in the IVAL approach offers a promising method to enhance anatomy education. The findings provide insights into the effectiveness of immersive learning environments in improving learning outcomes and user acceptance. While further research is needed to explore long-term effects, this innovative approach not only enhances the effectiveness and enjoyment of anatomy learning but also provides valuable data on optimizing educational technology for improved learning outcomes.

Exploring links between visuospatial ability and anatomy learning in education: A bibliometric analysis and scientific mapping

The field of medical education faces a significant challenge in teaching human anatomy, a fundamental aspect of medical science that is often perceived as complex and demanding. Understanding the shapes and anatomical structure locations is crucial for students to master the intricacies of anatomy. Visuospatial ability, which involves comprehending three-dimensional structures and their spatial relationships, plays a pivotal role in anatomy learning. The aim of this study was to examine keywords, territories/countries, the number of publications, institutions, authors, and associated journals related to visuospatial ability in anatomy learning through extensive bibliometric analysis. Data were gathered from the Scopus database, and VOSviewer was employed to conduct a bibliometric analysis. Approximately 552 eligible articles were examined in their entirety. The findings indicated that the most significant research growth occurred in 2012, with the United States of America emerging as the leading country in the field. Furthermore, Anatomical Science Education was recognized as the most esteemed journal in this field, with Wilson, T.D. being credited as the most influential author. The bibliometric data also demonstrated various approaches to improve visuospatial capacity in anatomy learning, such as utilizing virtual reality or other computer-assisted learning modalities and their integration into medical education practice. In conclusion, these findings highlight the critical role of visuospatial ability in facilitating the acquisition of anatomical knowledge and offer direction for future research in this area.

Perception of First-Year MBBS Students Toward Virtual Dissection in Learning Anatomy: A Comparative Study Between High and Low Academic Achievers

Perception of First-Year MBBS Students Toward Virtual Dissection in Learning Anatomy: A Comparative Study Between High and Low Academic Achievers

Cadaveric Prosections Prepared by Qualified Instructional Staff Were More Efficient and Effective Teaching Modalities for Veterinary Gross Anatomy than In-Class Dissections by Students.

Veterinary programs traditionally teach gross anatomy by having students perform regional dissections on animal cadavers. Dissection is effective but also costly, time consuming, and intimidating for students. These factors, along with reduced contact hours devoted to gross anatomy, warrant investigation of more time-efficient teaching modalities. We sought to determine whether learning anatomy from instructor-prosected cadavers is a suitable alternative to in-class cadaveric dissections. Veterinary students completed nine units of regional gross anatomy over three courses. For each unit, students were randomly assigned to study the region on instructor-prosected cadavers (i.e., prosection students, n = 25) or perform their own dissection of the region in small groups (i.e., dissection students, n = 25). Prosection students spent on average 18 minutes/week less (p < .05) in class than dissection students. Despite comparable amounts of time spent studying outside of class each week, prosection students outperformed (p < .05) dissection students on 56% of the practical unit exams and 44% of the overall unit exams, whereas dissection students outperformed (p < .05) prosection students on only a single unit exam. Prosection students also performed better (p < .05) on subsequent quizzes administered to assess knowledge retention. Survey responses indicated that students were more confident in the accuracy of prosections and valued the efficiency they provided. Although they found value in performing dissections and were generally satisfied with the knowledge they gained, many students reported feeling timid toward dissecting, which diminished the experience. Together, these findings demonstrate that expertly prosected cadavers were more time-efficient than in-class cadaveric dissections and were generally more effective for learning gross veterinary anatomy.

More Than Body Parts: A New Ethos of Anatomy Education

Abstract A new ethos of anatomy education goes beyond the learning of body parts in the traditional curriculum. In the traditional curriculum, the focus of only providing information on the structure of the human body left certain learning opportunities overlooked, marginalized, or dismissed as irrelevant; thus, opportunities to foster and shape professional attributes in health care learners were lost. Furthermore, changes in curricula structures and reductions in anatomy teaching hours have necessitated a transformation in how anatomy education is perceived and delivered. This article presents an examination of a contemporary ethos of anatomy education that draws together concepts from teaching theory, educational trends, and emerging research to maximize the anatomy learning experience with body donors. Social constructivism, the spiral curriculum, and the hidden curriculum can be leveraged to facilitate a unique educational experience. Furthermore, contemporary perspectives on the ethics and history of anatomy that support contextual learning indicate how these subjects are well suited to authenticate and consolidate learning, while supporting the relational and humanistic delivery of health care education. When anatomy education is conceptualized as a first clinical experience in a health care curriculum, it provides the opportunity to develop and enhance professional identity formation at a foundational stage. By embracing and incorporating a wider range of considerations into educational practice, a new ethos for anatomy education fosters history-informed professional identity formation that offers transformative learning opportunities for an ethical practice in the art of healing.

Integrating Clinical Reasoning Into Medical Students' First Weeks of Education Improves Understanding of Cranial Nerve Anatomy.

Clinical reasoning is essential to the practice of medicine.Such reasoning involves analytical (deductive) and non-analytical (recall) processes. Non-analytical reasoning is taught extensively in medical schools, and it dominates medical students' time as they review question banks and lecture notes, watch videos online, and memorize flashcards, algorithms, and illness scripts. However, few opportunities are provided in the curriculum to develop students' clinical reasoning skills, and when they are, the diverse levels of innate reasoning ability among students often lead to significant learning disparity. To address this deficiency, a pilot module on cranial nerve anatomy was developed to foster analytical clinical reasoning in an individualized manner. It was hypothesized that this module would not only introduce the foundations of an essential medical skill but also improve overall student understanding of the subject and reduce learning disparities among students. A comparative study was conducted using thismodule in one group and adidactic module in the other, employing pre- and post-testing measures. Results indicated a 26% improvement in average scores following the analytical module, whereas the control module showed no significant improvement. In addition, the disparity between students improving or not improving following the intervention was reduced, with 74% ofstudentsimproving after the reasoning module andonly33% of students improving after the didactic module. A novel cranial nerve educational module introduced analytical reasoning in medical students' first few weeks of education, facilitating the learning of complex anatomy and reducing learning disparity between students.

Development of interprofessional educational module for understanding the musculoskeletal basis of sports injury

ABSTRACT Context: Interprofessional education (IPE) is crucial in promoting a better understanding of collaborative practices within the healthcare system. Unfortunately, healthcare professionals are still working in isolation. To address this issue, a study was conducted to develop a module-based teaching and learning activity focusing on sports injuries and to promote IPE. Aims: The aim of the study was to develop, implement, and evaluate an IPE module. Settings and Design: An educational mixed-method study was conducted on 25 facilitators and 108 students. Methods, Materials and Statistical Analysis: The facilitators were interviewed for an assessment of the need for the IPE module. Qualitative analysis was done on the interview data. An interprofessional team was created to develop the sports injury prevention module (SIPM). The SIPM consisting of 11 objectives was developed and validated by experts. After the implementation of SIPM students’ performance was analysed with the help of pre and post-tests. The perception of students and facilitators about IP SIPM were recorded with the help of questionnaires. Results: Need assessment data showed that the facilitators were not very familiar with the concept of IPE. There was a significant increase in students’ performance with a P value ≤ 0.05 after learning with SIPM. Both facilitators and students agreed that module-based IPE increases students’ attentiveness and learning. Conclusions: For effective interprofessional educational collaboration for training students of the healthcare profession, there is a need for an interprofessional educational module. SIPM can enhance the learning of musculoskeletal anatomy and create awareness about sports injuries among students.

Anatomical Benchmarks in the Training of Gastroenterologists.

Anatomy is one of the oldest medical disciplines and offered over the centuries the morphological explanation for the structure, function and pathology of the body. Learning anatomy was one of the first steps in the accumulation of medical knowledge. Practicing gastroenterology means the approach of pathology presenting with morphological changes. Diagnosis and therapeutical interventions require also precise anatomical knowledge. This is a review of the most important anatomical benchmarks necessary to trainees in gastroenterology. Two teachers of anatomy and one resident of gastroenterology performed a literature survey. They checked the curricula of gastroenterology of continental and national societies of gastroenterology and hepatology. They also checked on Pubmed and Google Scholar pertinent journal papers. They selected and analyzed papers presenting important anatomical benchmarks considered very important for the appropriation of practical skills. A list of recommendations was the outcome of this initiative. These are largely overlapping on the available curricula. The relevant anatomical benchmarks should be used in the training programs of residents in gastroenterology. Good anatomy training enables practitioners to diagnose correctly digestive pathology, to interpret the results of the imaging or endoscopic investigations, to recommend or undertake therapeutic interventions. Although ancient, anatomy is very useful in the training of future gastroenterologists. The trainees should emphasis the learning of the most important anatomical benchmarks.

Resources for innovative learning of anatomy and foot ossification: Graphic design and virtual reality.

This study addresses the ossification process of the foot, a topic of great relevance within podiatry courses. Understanding the chronology of foot bone formation is essential for evaluating pathological processes and establishing appropriate therapeutic actions to improve patient quality of life. The main objectives of this work are to understand the ossification process of the foot bones and to propose an appropriate didactic methodology for effective learning of this process. The individual ossification sequences of the foot bones were established and virtually recreated to make these processes more didactic and usable as teaching aids. The literature search was conducted using the PRISMA statement, focusing on terms, such as "bone ossification," "foot," and "bone development," and included relevant studies from medical databases. Updating the ossification ages and providing previously unavailable visual teaching material offers a useful tool for improving the teaching of this subject. It was found that, in general, the tarsal bones show significant differences in ossification ages between sexes, with later and slower ossification in males. These differences are statistically analyzed and presented in detailed comparative tables. The use of innovative teaching tools, such as virtual anatomical models, helps students to better understand the ossification process of foot bones. Implementing these tools in the podiatry curriculum not only facilitates knowledge acquisition but also enhances the quality of teaching and, consequently, the future clinical practice of students.

Anatomage virtual dissection versus traditional human body dissection in anatomy pedagogy: insights from Ghanaian medical students

BackgroundAlthough traditional human body dissection has been the mainstay method for gross anatomy pedagogy, the popularity of virtual teaching methods has increased in recent years. The Anatomage table offers a life-size digital representation of the human body and allows visualization, manipulation, and virtual dissection. This study investigated the perception of medical students towards virtual dissection vis-à-vis traditional dissection in anatomy pedagogy.MethodsThe cross-sectional survey included medical students at the University of Ghana who completed an internet-based questionnaire administered using Google® Forms. The questionnaire comprised 20 close-ended questions that solicited information on demographics, experience with traditional human body dissection and virtual dissection, and perception of virtual dissection. Data was summarized as frequencies and percentages with 95% confidence intervals.ResultsOf the 297 participants, 295 [99.4% (95% CI = 97.3–99.9)] participated in human body dissection from which 93.2% had a positive and 6.8% had poor experiences. Whereas 223 [75.1% (95% CI = 69.7–79.8)] of the participants would participate in dissection again given the opportunity, 74 [24.9% (95% CI = 20.2–30.3)] were unwilling. Of 297 participants, 205 [69.0% (95% CI = 69.7–74.2)] had used Anatomage table, while 92 [31.0% (95% CI = 25.8–36.6)] had not. About 68% (95% CI = 60.8–74.0) of the 205 agreed with the relative ease of operation and use of the Anatomage table compared to traditional human body dissection while 9.4% disagreed. Inadequate operational skills [51% (95% CI = 48.9–53.4)] and limited accessibility [39% (95% CI = 35.2–42.3)] were limitations to Anatomage use. 66.8% (95% CI = 59.9–73.1) of participants agreed virtual dissection had a positive influence on learning anatomy while 6.6% disagreed. Of the 205, 87.9% (95% CI = 82.3–91.8) discouraged virtual anatomy dissection completely replacing traditional human body dissection.ConclusionVirtual dissection is an effective supplement to traditional body dissection but not a replacement. Its use alongside traditional methods improves anatomy learning. Integrating technology into anatomy education will enhance student engagement and learning.

Tutors' perspective on the impact of their anatomy tutoring experience and ethics of body donation.

To explore the future of former anatomy tutors, their perception of the impact that the anatomy near-peer teaching (NPT) program have had on them, in terms of academic performance, professional development, personal growth, long-term anatomical knowledge, and views on body donor ethics. Additionally, we compared their academic performance with non-tutor peers in terms of ranking at the National Qualifying Examination (NQE). A voluntary survey was emailed to all anatomy tutors from 2005 to 2024, using an online Google Forms questionnaire including closed and open-ended questions across four themes. Quantitative data were analyzed descriptively, while qualitative responses underwent thematic analysis. A Wilcoxon signed-rank test was performed to compare former tutors' NQE rankings to their peers. Forty-seven out of 48 tutors responded. Tutors reported a positive program impact, including improvements in technical skills (100%), teamwork (97.9%), communication (89.4%), and organizational skills (76.6%), and good long-term anatomical knowledge retention (85.7%). Dissection on body donors was deemed essential for anatomy learning while shaping professional and ethical values. Of the 36 residents/specialists, 38.9% ranked in the top 10% at the NQE, with a statistically significant higher rank than their peers (p = 0.0011), and 100% obtained their desired specialty. This results suggest that the anatomy NPT program significantly enhanced tutors' academic performance, technical skills, personal and professional development, and was useful to foster a positive perception of dissection on body donors and reinforced the importance of anatomical knowledge in clinical practice.

The Age Old Question: Studying as a Medical Student

Entering medical school feels like a dream come true. The excitement builds until the first week arrives and reality sets in. Don’t get me wrong, it is an incredible privilege and experience but the sheer content that is thrown at you can be overwhelming at times and never seems to falter. That is why it is very important to have a strategy to keep up and study as you go. The only problem being how to study. Even after completing three years, this is something I still struggle with. Everyone seems to have a different strategy that works for them so it is important to find one that works for you and fast as last-minute cramming can only get you so far. So what is the optimum way to study? There are many resources provided by the medical school; lectures, websites, books, journals, articles, and research papers. It can be daunting having to go through these and pick one that suits your learning style the best. If you would like some personal recommendations, the book Moore’s Clinically Oriented Anatomy is my favorite when it comes to Anatomy learning. Kumar and Clarke is also an excellent book to learn from. Some other resources I recommend include; Osmosis, KenHub, Khan Academy, and Ninja Nerd These are all great when it comes to learning all aspects of medicine however studying is a personalized experience where one size does not fit all so it is important to shop around and find the best one for you, especially in those early weeks.

Exploring the Satisfaction Level with the Complete Anatomy-Like Three-Dimensional Anatomy Applications: A Case Study from Kocaeli University Faculty of Medicine

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

Acquiring Anatomy Education through YouTube: Prospects and Challenges

Background: Many students in Nigeria engage with the YouTube APP for learning purposes. This study is aimed at exploring the popularity, impact, and usefulness of using YouTube in learning anatomy as perceived by Edo State University Uzairue (EDSU) medical students while assessing the possible challenges in using YouTube in medical education. Methods: A cross-sectional survey was conducted which deployed a quantitative and qualitative method in data collection. This study population comprises medical students studying at Edo State University Uzairue, Nigeria, during the 2022/2023 academic session. A hard copy questionnaire was designed, and reviewed by experts. Data were analyzed using IBM SPSS, version 23. Presented in frequencies, and percentages using tables, bars, and pie charts. Result: 183 students completed the questionnaire with sex size proportion as female students (50.8%), and male students (49.2%). The mean age of respondents was 19.72 years. The majority of the medical students were in Medicine (83%) and in their second year. 90.7% reported YouTube usage in learning Anatomy and the most viewed YouTube channels are Ninja Nerd (55.9%), followed by Anatomy Zone and Ken Hub (16.2). Students’ involvement in learning anatomy through YouTube had a positive impact on their learning attitude, comprehension, and retention. Out of the eleven challenges highlighted by students, ‘YouTube learning consumes data (which is still a luxury in Nigeria), had the highest frequency (77.6). Conclusion: The engaged medical students of Edo State University acknowledge that they learn anatomy through YouTube, affirming that it makes the learning of anatomy accessible, interesting, and easy to comprehend as well as to re-call, although with the challenge of high data consumption.

Haptic experience to significantly motivate anatomy learning in medical students

BackgroundCurrently, multiple tools exist to teach and learn anatomy, but finding an adequate activity is challenging. However, it can be achieved through haptic experiences, where motivation is the means of a significant learning process. This study aimed to evaluate a haptic experience to determine if a tactile and painting with color marker interactive experience, established a better learning process in comparison to the traditional 2D workshop on printed paper with photographs.MethodsPlaster bone models of the scapulae, humerus and clavicle were elaborated from a computerized scan tomography. Second year undergraduate medical students were invited to participate, where subjects were randomly assigned to the traditional 2D method or the 3D plaster bone model. A third group decided not to join any workshop. Following, all three groups were evaluated on bone landmarks and view, laterality, muscle insertions and functions. 2D and 3D workshop students were asked their opinion in a focus group and answered a survey regarding the overall perception and learning experience. Evaluation grades are presented as mean ± standard deviation, and answers from the survey are presented as percentages.ResultsThe survey demonstrated the students in the 3D model graded the experience as outstanding, and in five out of the six questions, answers were very good or excellent. In contrast, for students participating in the 2D workshop the most common answers were fair or good. The exception was the answer regarding the quiz, where both groups considered it good, despite the average among all groups not being a passing grade.ConclusionsTo learn the anatomy of the shoulder, the conventional methodology was compared with a haptic experience, where plaster bone models were used, enabling students to touch and paint on them. Based on the focus group and survey this study revealed the 3D workshop was an interactive experience where, the sense of touch and painting greatly contributed to their learning process. Even though this activity was useful in terms of learning bone landmarks, view muscle insertions, and establish relations, further activities must be developed to increase their understanding regarding their function, and its relevance in a clinical setting.

“Visualization matters” – stereoscopic visualization of 3D graphic neuroanatomic models through AnaVu enhances basic recall and radiologic anatomy learning when compared with monoscopy

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

Faisabilité d’un protocole « éthique » évaluant l’intérêt de la table de dissection virtuelle dans l’apprentissage de l’anatomie chez une population d’étudiants en 1ère année de masso-kinésithérapie

IntroductionVirtual dissection tables would allow learning anatomy. The objectives were to study a new ethical protocol evaluating the impact of the tool and to give trends on the results of physiotherapy students. Material and methodForty-two were randomized in 3 groups: a monograph reviser, a dissection table, a control group. Protocol validation criteria were established and completed and a series of evaluations were conducted. The groups have benefited from the same learning content. ResultsIn all, 80% of feasibility criteria were validated. Students revising on the table obtained non-significantly higher results than intermediate (10.75/20) and final (19/20) evaluations compared to the monograph group (respectively 8.38/20, P=0.88 and 18/20, P=0.84) and control. DiscussionThe protocol has good feasibility and trends in the value of the tool. This pilot study requires further work.

Visualization of the infratemporal fossa: enhancing anatomical learning through three-dimensional modeling.

The infratemporal fossa and pterygopalatine fossa are critical pathways for blood vessels and nerves leading to the orbit, nasal cavity, and oral cavity. Anatomical observation of these areas is challenging for learners due to their complex connections with surrounding structures and their deep location within the body. Since it is not easy to understand this area in three dimensions with only textbook images, there is a need to produce three-dimensional (3D) content. Most existing 3D data have reconstructed the digital imaging and communication in medicine files from computed tomography images with high accuracy; however, the surrounding structures often obstruct the view. For this reason, this project utilized Cinema4D (R18; Maxon) software to refine the modeled bones and to create 3D models of muscles, blood vessels, and nerves that accurately represent their anatomical shapes and pathways. To facilitate easier access for learners via PC, the content was converted into PDF format. This enables the educational materials to be more easily viewed and the main structures more clearly observed using a computer-based viewer.

Gamification: Intervention Experience to Improve Motivation and Performance in Anatomy

Introduction. The factors that best predict academic performance are motivation, learning strategies, and classroom climate. In this context, gamification has advantages for promoting these variables. Objective. The objective of this research was to evaluate the effect of a gamified strategy on motivation and academic performance in the anatomy and physiology of systems course. Method. The MSQL-SF questionnaire was administered to 81 nursing students to assess their perception regarding motivation and learning strategies. Motivation, in turn, considered the dimensions of task value and test anxiety. Learning strategies assessed metacognitive strategies, resource management, and intrinsic orientation. The effect of strategy on performance was analyzed using students' grades. Results. The main results suggest that 70% of students feel anxious about evaluations, and 50% express difficulties in adapting a study schedule. Both findings are related to motivation. Regarding academic performance, there were no significant differences between the control and experimental groups. Conclusion. The use of gamification in learning anatomy constitutes a supplement that has shown to have rapid adherence and affinity with health students in activities that are playful, entertaining, and based on collaborative learning. However, its evidence regarding performance is limited.