Teaching Of Human Anatomy Research Articles

Retrospective denoising and sharpening effects on postmortem computed tomography images of formalin-fixed human cadavers for human anatomy education and research

BackgroundThe value of formalin-fixed postmortem computed tomography (PMCT) has significantly increased in human anatomy education and research. However, improving embalmed PMCT images with high noise, low contrast, and multiple artifacts is an important challenge in enhancing the quality of clinical images. Retrospective denoising methods for embalmed PMCT data are essential for anatomical education and research when new-generation CT scanners with denoising functions are unavailable. MethodsThe three currently available standalone software denoising methods, including image summation methods (Fused CT), noise-reduction system methods (iNoir), and iterative reconstruction (IR, SafeCT), were used to analyze the retrospective noise-reduction effect on 13 human formalin-fixed PMCT datasets. ResultsFused CT had some advantages; however, it was not useful for embalmed cadavers because of high noise, which doubled with the addition. iNoir and SafeCT improved the visual image quality of the noisy cadaver images. Statistical examination showed a 22–67 % and 18–56 % improvement in noise reduction in the non-artifact and metal artifact parts, respectively, depending on the methods and denoising intensities. However, this improvement was not statistically or morphologically significant in the presence of strong metal artifacts. In contrast, the scattered metal and streak artifacts peculiar to cadaveric images showed effective morphological and statistical improvement. ConclusionsRetrospective denoising of embalmed PMCT images showed significant morphological and statistical improvements in noise reduction and is feasible for current anatomy education and research.

Research and application discussion of cranial bone model preparation method based on three-dimensional reconstruction and 3D printing technology.

The aim of this study was to find an alternative method to meet traditional human anatomy teaching and clinical needs in order to solve the problem of cranial specimen attrition and specimen resource shortage due to long-term use. We performed a computed tomography (CT) scan of a well-preserved male cranial specimen and used Mimics 19.0 software for 3D reconstruction and cranial block separation. Subsequently, we compared the recognition ability of the processed cranial digital model with that of the 3D body digital model and used 3D printing to create the cranial model and compare it with the physical specimen. Twenty-two cranial bone block models were obtained, excluding the hyoid bone. Their 3D reconstructed digital models had better bony landmark recognition than the 3D body human digital models, and the differences between the 3D printed models and the physical specimens were minimal. In addition, only one stereolithography (STL) file was required to produce the cranial models, which facilitates repetitive printing at any time. By isolating cranial bone blocks through 3D reconstruction techniques and preparing high-quality cranial models in combination with 3D printing techniques, this study solves the problem of shortage of cranial teaching specimens for the sustainable development of clinical and medical schools.

Three-dimensional replica of the temporal bone in the teaching of human anatomy.

The current study proposes the comparison of the visualization and identification of anatomical details between natural human temporal bone, its respective copy from three-dimensional printing, and the virtual model obtained from CBCT. The sample consisted of undergraduate students in Dentistry (Group UE, n = 22), Postgraduate students in Radiology and Imaging (Group P-RI, n = 20), and Postgraduate students in Forensic Odontology (Group P-FO, n = 24). All participants attended a theoretical class on specialized anatomy of the temporal bone and subsequently performed the markings of 10 determined structures. The number of correct identifications was similar in natural bone and printed three-dimensional models in all groups (p > 0.05). The virtual model showed a significantly lower number of correct structures (p < 0.05) in the 3 groups. In general, there were significantly higher percentages of accurate answers among postgraduate students compared to undergraduate students. Most graduate students believed that the printed three-dimensional model could be used to teach anatomy in place of natural bone, while undergraduate students disagreed or were unsure (p < 0.05). Regarding the virtual tomographic image, in all groups, students disagreed or were not sure that its use would be beneficial in replacing natural bone. Three-dimensional and virtual models can be used as auxiliary tools in teaching anatomy, complementing practical learning with natural bones.

Effectiveness and satisfaction with virtual and donor dissections: A randomized controlled trial

In recent years, human anatomy education has faced challenges with traditional donor dissection, leading to the emergence of virtual dissection as an alternative. This study aims to investigate the academic performance and satisfaction of medical students by comparing the virtual and donor dissections. An open-labeled crossover randomized controlled trial was conducted with 154 first-year medical students in Human Anatomy and Neuroanatomy laboratories, which were divided into three classes. Students were randomly assigned to either the virtual (virtual dissection followed by donor dissection) or donor (donor dissection followed by virtual dissection) groups in each class. A curriculum, incorporating head-mounted displays (HMDs), a life-sized touchscreen, and tablets, was developed. Data was evaluated through quizzes and surveys. In the Human Anatomy laboratory, each class of the donor group conducted heart extraction, dissection and observation. In observation class, the virtual group had a significantly higher mean quiz score than the donor group (p < 0.05). Compared to the donor, satisfaction was significantly higher for the HMD (understanding of concept and immersion), life-size touchscreen (esthetics, understanding of the concept, and spatial ability), and tablet (esthetics, understanding of the concept, spatial ability, and continuous use intention). In the Neuroanatomy laboratory, the virtual group showed significantly higher mean quiz scores than the donor group (p < 0.05), and tablet showed a significantly higher satisfaction than donor in terms of esthetics, understanding of the concept, and spatial ability. These results suggest that virtual dissection has the potential to supplement or replace donor dissection in anatomy education. This study is innovative in that it successfully delivered scenario-based virtual content and validated the efficacy in academic performance and satisfaction when using virtual devices compared to donor.Trial registration: This research has been registered in the Clinical Research Information Service (CRIS, https://cris.nih.go.kr/cris/search/detailSearch.do?search_lang=E&focus=reset_12&search_page=L&pageSize=10&page=undefined&seq=26002&status=5&seq_group=26002) with registration number "KCT0009075" and registration date "27/12/2023".

The Efficiency and Effectiveness of 3D Printing Technology in Teaching Medicine and Surgery in a School of Medicine in the Developing World

Background: In the low and middle income countries’ healthcare system for medicine and surgery training and service provision, the use of computing technologies like 3D printing, would be of great help in creating faster, easier and transformational ways for training and doing surgical procedures, by creating software applications and hardware fabrications for efficient and effective learning solutions which are absent currently, hence leading to prompt treatment and surgical interventions in the developing world. Objective: The objective of this study was to examine the efficiency and effectiveness of the 3D printing technology in improving teaching and understanding of human anatomy and skills in the school of medicine in a developing country. Methodology: A randomized case-control study was used to analyze the impact of using 3D printed anatomical organ models as an adjunct to cadavers, in enhancing training of anatomy and skills development at Uzima University, School of medicine. Findings: There was substantial improvement amongst students taught with 3D printed organs together with cadavers in understanding the anatomy and skills taught as compared to those taught with cadavers alone. Students lectured with 3D printed brain and heart organ model took a median time of 2.2 hours IQR (1.6–2.8) for full identification of parts, while those taught with cadaver alone took a median time of 11.6 hours IQR (10.9-12.5), nearly 6 times more (p&lt;0.001). In terms of narration of parts, functions and surgical procedures to treat ailments, those lectured with 3D printed brain and heart organ models took a median time of 6.4 hours IQR (5.6–7.2) for full narration, whereas those students lectured with cadaver alone took a median time of 17.5 hours IQR (18.8–18.8), p&lt;0.001. Conclusion: We concluded that using anatomical models as an adjunct to cadavers improves training and skills of anatomy in medical schools in the developing world.

Technologies for Studying and Teaching Human Anatomy: Implications in Academic Education.

The teaching of human anatomy (HA) constitutes one of the fundamental pillars of the curriculum in biological and healthcare-related programs. Therefore, it is imperative that the methodology and didactics employed in this discipline equip students in the best possible way. The traditional method of teaching HA involves lectures and practical classes with previously dissected cadaveric specimens and dissection activities. Concurrently, the present era is witnessing the emergence and popularization of new digital technologies connected to the internet, among which we can highlight smartphones, quick response codes, and virtual reality devices, along with the dissemination of complementary imaging methods, such as radiography, ultrasonography, magnetic resonance imaging, and computerized tomography. From this perspective, the objective of this review is to analyze how each of these new tools integrates into the academic context, in order to diversify the teaching of HA and contribute to better understanding of the HA content during academic training, as well as the clinical applications.

The effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education: a pilot randomized controlled trial

BackgroundEffective teaching methods are needed to improve students’ abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education.MethodsThe study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching.ResultsBoth groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness.ConclusionsSimulation of sectional human anatomy using ultrasound may improve students’ understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students’ learning outcomes and its integration into the medical curriculum.Trial registrationhttp://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023).

Practical Applications of Teaching Methodologies in Human Anatomy

The aim of this study is to underscore the significance of utilizing cadavers, artificial anatomical models, and innovative methodologies in Human Anatomy education, such as digital tables and 3D glasses. Additionally, it seeks to highlight the most effective approach for studying the female pelvis anatomically.&#x0D; Materials and Methods: To achieve this, 600 questionnaires administered between March and October 2023 were analyzed.&#x0D; Results: Anatomical models emerged as the predominant practical teaching method in Human Anatomy, accounting for all 600 cases (100%). Cadavers were utilized in 504 cases, representing 84% of the studies. The digital table was employed in 312 cases (52%), and 3D glasses were referenced in 144 cases (24%). When assessing the method most conducive to studying the female pelvis, the majority of respondents cited cadavers (82%), followed by artificial anatomical models (11.5%), the digital table (5%), and 3D glasses (1.5%).&#x0D; Conclusions: The popularity of anatomical models can be attributed to their accessibility, ease of handling, and durability. However, cadavers were deemed the most beneficial for studying the female pelvis due to their ability to provide a comprehensive three-dimensional perspective, facilitating understanding of the spatial relationships between genital structures and other pelvic organs. Furthermore, practical anatomy sessions utilizing cadavers offer valuable emotional preparation for future clinical encounters, fostering a deeper appreciation for the human body beyond mere academic study.

The Evaluation of Virtual Reality Neuroanatomical Training Utilizing Photorealistic 3D Models in Limited Body Donation Program Settings.

Background Neuroanatomy is one of the most complex areas of anatomy to teach to medical students. Traditional study methods such as atlases and textbooks are mandatory but require significant effort to conceptualize the three-dimensional (3D) aspects of the neuroanatomical regions of interest. Objectives To test the feasibility of human anatomy teaching medical students in a virtual reality (VR) immersive environment using photorealistic three-dimensional models (PR3DM)of human anatomy, in a limited anatomical body donation program. Methods We used surface scanning technology (photogrammetry) to create PR3DM of brain dissections. The 3Dmodels were uploaded to VRheadsets and used in immersive environment classes to teach second-year medical students. Twenty-eight medical students (mean age 20.11, SD 1.42), among which 19 females (n=28/67.9%)and nine males (n=28/32.1%), participated in the study. The students hadeither none or minimal experience with the use of VR devices. The duration of the study was three months.After completing the curriculum, a survey was done to examine the results. Results The average rating of the students for their overall experience with the method is 4.57/5 (SD=0.63). The "Possibility to study models from many points of view" and "Good Visualization of the models" were the most agreed upon advantages, with 24 students (n=28, 85.7%), and 95% confidence intervals (CI) [0.6643, 0.9532]. The limited availability of the VR headsets was the major disadvantage as perceived by the students, with 11 students (n=28, 39.3%), 95% CI [0.2213, 0.5927] having voted for the option. The majority of the students (25) (n=28, 89.2%, SD=0.31) agreed with the statement that the use of VR facilitated their neuroanatomy education. Conclusion This study shows the future potential of this model of training in limited cadaver dissection options to provide students with modern technological methods of training.Our first results indicate a prominent level of student satisfaction from VR training with minimum negative reactions to the nature of headsets. The proof of concept for the application of photorealistic models in VR neuroanatomy training combined with the initial results of appreciation among the students predisposes the application of the method on a larger scale, adding a nuance to the traditional anatomy training methods. The low number of headsets used in the study limits the generalization of the results but offers possibilities for future perspectives of research.

On the Design and Delivery of Human Anatomy Courses in Canadian Kinesiology Programs

ABSTRACT Human anatomy is a key subject area within undergraduate kinesiology programs. However, literature detailing the course structures, available resources, and teaching approaches used to deliver anatomy education in kinesiology programs is lacking. The present study sought to address this deficit by surveying instructors in Canadian university and college kinesiology programs regarding the anatomy courses they offer. The median (IQR) reported enrollment across 48 courses (40% response rate) was 165 (155) students and the mean (±SD) student/instructor ratio was 20:1 (±9) for the laboratory/tutorial sessions. Systemic or regional approaches to teaching were utilized in 39.6% of courses each, while 20.8% used both. Weekly contact times for in-person lectures and laboratories were 2.7 (±0.5) hours and 1.9 (±0.8) hours, respectively. Written assessments accounted for 64% (±20) of students’ final grades, while practical tests accounted for 29% (±18). Joints and the skeletal, muscular, and nervous systems were the most covered units (>85% of courses). The most common resources available to students were atlases, plastic models, skeletons, and interactive software; human cadaver dissection was used in 7% of courses. Primary instructors for 95.5% of courses were permanent faculty/staff, but student assistants were utilized in half the courses, mostly for marking and laboratory activities. Overall, these results add considerably to the literature from allied health disciplines and fill a deficit in studies on the teaching methods and resources used for human anatomy education within Canadian undergraduate kinesiology programs. Accordingly, these findings may be used to inform curriculum design and best practices in anatomy course delivery.

Geographical Impact of Human Gift Registries in West Virginia: A Model for Centralized Resources in Human Anatomy Education

The West Virginia State Anatomical Board oversees three Human Gift Registries (HGRs), which allocate human whole body donations to support the educational, outreach, and research missions of our universities. These HGRs primarily function to meet the demand for anatomy education at the institutions that house them. Two of these HGRs, however, demonstrate a unique centralized model, in which approximately half of the donors are reallocated to other institutions to support their missions, and thus, have an impact far greater than in West Virginia (WV) alone. In this perspective, the number of donations received at WV HGRs over the past seven years are reported by institution, as well as the geographical distribution of our donors over the past five years. We also discuss the impact of the COVID-19 pandemic on human anatomy education. This model of centralized HGRs in WV may be of interest to other State Anatomical Boards, as well as the families of past and prospective donors in WV. The state of WV remains committed to dissection-based human anatomy education, and we are forever grateful to our donors who make this experience possible.

Equine anatomy with body painting: a model for the learning of topographic anatomy

The teaching of anatomy faces new challenges due to the decrease in the number of hours dedicated to this course in the current curricula worldwide, and because today's students demand new methodologies and strategies that make learning more didactic, effective, and applicable to real professional needs. The body painting technique is a method that has been used for several years in human anatomy teaching, which has recently begun to be used in veterinary anatomy teaching. This article describes the elaboration of a horse’s live anatomical model by students of the veterinary anatomy course using body painting, within the “Exhibition and Contest of Anatomical Models, a six-monthly event held at the Faculty of Agrarian Sciences of the University of Antioquia (Medellín, Colombia). The model was made to show the academic community an alternative way of approaching topographic and surface anatomy with an applied focus through a more didactic and understandable methodology for the student. This article also shows the surface anatomy of various horses’ body systems through the body painting technique. This learning methodology has great acceptance among students and is currently used within the practices of the new curriculum of the Veterinary Anatomy course at the University of Antioquia.

What Faculty and Students Value When Evaluating Human Digital Anatomy Platforms: A Mixed-Methods Study.

There is an increasing availability of digital technologies for teaching and learning of human anatomy. Studies have shown that such applications allow for better spatial awareness than traditional methods. These digital human anatomy platforms offer users myriad features, such as the ability to manipulate 3D models, conduct prosection, investigate anatomical regions through virtual reality, or perform knowledge tests on themselves. This study examined what faculty members' value when using digital human anatomy platforms for teaching and what students value when using these platforms for learning. Six anatomy faculty members and 21 students were selected to participate in this study. After using the three digital anatomy platforms for at least 1 week, a survey was conducted to record their feedback in 4 categories: usability, interactive features, level of detail, and learning support. Respondents' Qualitative feedback within each category was also analyzed to strengthen the study's findings. The study's findings showed that faculty members and students have different priorities when evaluating digital anatomy platforms. Faculty members valued platforms that provided better accuracy and detailed anatomical structures, while students prioritized usability above the rest of the features. Given that faculty and students have different preferences when selecting digital anatomy platforms, this article proposed that educators maximize the specific affordances offered by the technology by having a clear pedagogy and strategy on how the technology will be incorporated into the curriculum to help students achieve the desired learning outcomes.

Active teaching-learning methodology in the teaching of human anatomy: Preparation of skeletons from cemeterial exhums

Introduction: The study and teaching of human anatomy are important processes to understand how the human body presents itself and relates to other species. Osteology techniques are important for the classification of anatomical variations, scientific research tools and didactic use, and are performed through the physical, chemical or biological cleaning of bones to preserve the skeleton. Objective: To prepare, conserve, describe and catalog human bones from the Human Anatomy Laboratory of the Regional University Center of Espírito Santo do Pinhal, UniPinhal. Method: 50 complete human skeletons were donated to UniPinhal's Human Anatomy Laboratory and underwent a process of general and specific cleaning, disinfection, bleaching, drying, description, cataloging in its own database, conservation and storage. Result: All 50 skeletons underwent all processes, with 30% in good condition, 55% in medium or poor condition and 15% presenting pathological findings, such as bone malformations, fractures and vicious bone consolidation. The mean age at death was 64 ± 16 years. Most were male (67%, n = 33) and declared white (57%, n = 28). The most common cause of death was septic shock (31%, n = 15) and an estimated 40% (n = 20) of deaths were of unnatural causes. A total of 5729 bones were cataloged in the database. Conclusion: The male skeletons and the color declared as white are the largest number in the ossuary, and a third were in good condition for use in practical classes, scientific research, anatomical and forensic studies by students of Health courses.

Human Anatomy Education: Knowledge, Attitude, Perception and Challenges Encountered by Medical and Nursing Students in Two Gambian Universities

Human Anatomy (HA) is one of the basic science courses in every medical school, and an excellent knowledge and understanding of HA is essential for medical and nursing students. Aim of this research was to evaluate the knowledge, attitude, perception, and challenges in learning Human Anatomy amongst Medical and Nursing students in two Gambian universities. This study was conducted amongst Medical and Nursing students of American International University West Africa (AIUWA) and University of The Gambia (UTG). Both universities are located in The Gambia. 290 randomly selected students consented to this study. Data was obtained by administering a structured questionnaire on students’ knowledge, attitude, perception, and challenges in learning Human Anatomy. Data analysis and comparisons were done with independent samples T-test using IBM, SPSS version 23.0. Level of significance was set at p&lt;0.05, and at a 95% confidence interval. Mean age of the respondents was 20.7±7.4 years, 74.1% were females, and 75.9% of them had a Senior Secondary School Certificate (Ordinary Level) as their highest educational qualification. Only 64.1% of the respondents rated their knowledge of HA as average or above average for their respective professions. Students’ knowledge of HA was 72%, their attitude towards learning HA was 69.8%, their perception of studying HA was 64.4%, and their challenges in learning HA was 57.3%. Comparisons showed that medical students had an insignificantly higher (p&gt;0.05) knowledge of HA than nursing students, and AIUWA students had better knowledge of HA than UTG students (p&gt;0.05). Nursing students had a better attitude toward learning HA than medical students (p&gt;0.05), same as AIUWA students over UTG students (p&gt;0.05). UTG nursing students had the best perception towards learning HA, which was significantly high compared to AIUWA nursing students (p=0.0029). The medical and nursing students in both universities faced similar challenges with UTG medical students mostly affected. Knowledge of Human Anatomy is essential in all medical fields and adequate measures must be put in place to make the learning of this course less tedious for students.

Blended learning in human anatomy education in undergraduate medical programmes: A review

Objective: This review aims to evaluate the trends, teaching-learning practices, strengths, limitations, and outcomes of the blended-learning approach in Anatomy education in undergraduate programmes in Medicine.Methods: An electronic search for literature was done in the MEDLINE database. Original research articles on blended learning in Anatomy, in undergraduate medical programmes, published in English, and available in full text were included, and narrative description and synthesis were done.Results: Seventeen articles were reviewed, and the majority were published in 2021 and 2022. Blended learning was used in all components of Anatomy courses with different combinations of face-to-face and online teaching-learning methods. Commonly cited benefits of blended learning were higher knowledge acquisition and consolidation, improved self-directed learning, flexibility in time, place and pace of learning, increased motivation, higher level of engagement, and more opportunities to review. The main problems were related to connectivity and interactivity during online instruction. Blended learning courses have generally improved the course outcomes in terms of students’ cognitive gain, especially at the knowledge and comprehension level.Conclusion: Several recommendations were derived from this review. These include proper needs analysis and planning, increasing awareness and provision of training to students and teachers, developing support systems for students and teachers, and continuous monitoring and review of the courses. The need for collaborative planning and development of learning material and teaching-learning activities, with appropriate quality and quantity of the content, systematic and timely delivery and regular evaluation and review were recognized. These recommendations will be useful in planning and successful implementation of blended learning in Human Anatomy courses in medical undergraduate programmes.

Retracted: Application and Visualization of Human 3D Anatomy Teaching for Healthy People Based on a Hybrid Network Model.

[This retracts the article DOI: 10.1155/2022/3702479.].

Practical assessment strategy in human anatomy education, stress level and academic performance

Scientifical evidences indicates a correlation between alterations of chronical origin and the stress created in academicals activities. Among the obligatory disciplines in health-related university programs, practical evaluation in Human Anatomy is one of the most feared, which seems related to anxiety, naiveness and superstitions in handling corpses. Furthermore, the psychological pressure in traditional evaluation methods seems to act as an important stress factor. The objective of this study was to evaluate the correlation between two methods of practical assessment of Human Anatomy, continuous and intermittent flow, level of cortisol and overall performance in college students from health-related programs. Thirty two students were recruited. Samples were collected before and after the first and second practical evaluation. The students themselves collected the samples assisted by a previously trained professional using Salivette tubes. The first evaluation was applied individually in intermittent flow (IF), switching between a pratical question and a period waiting seated on a chair. The second was also individually, but in a continuous format (CF), without a stoppage. Levels of cortisol were determined by ELISA, utilizing the Salimetrics kit. The results point an increase of 46.8% in the level of stress of practical assessment strategy in the IF method. Nevertheless, a more expressive increase of 67.8% was observer in the CF method. In conclusion, IG method caused a smaller variation in cortisol levels and those have shown an inverse relation with student performance, indicating that the IG method may be a better way to apply practical evaluation in Human Anatomy Education.

Evaluation of the Road to Birth Software to Support Obstetric Problem-Based Learning Education with a Cohort of Pre-Clinical Medical Students

Integration of technology within problem-based learning curricula is expanding; however, information regarding student experiences and attitudes about the integration of such technologies is limited. This study aimed to evaluate pre-clinical medical student perceptions and use patterns of the “Road to Birth” (RtB) software, a novel program designed to support human maternal anatomy and physiology education. Second-year medical students at a large midwestern American university participated in a prospective, mixed-methods study. The RtB software is available as a mobile smartphone/tablet application and in immersive virtual reality. The program was integrated into problem-based learning activities across a three-week obstetrics teaching period. Student visuospatial ability, weekly program usage, weekly user satisfaction, and end-of-course focus group interview data were obtained. Survey data were analyzed and summarized using descriptive statistics. Focus group interview data were analyzed using inductive thematic analysis. Of the eligible students, 66% (19/29) consented to participate in the study with 4 students contributing to the focus group interview. Students reported incremental knowledge increases on weekly surveys (69.2% week one, 71.4% week two, and 78.6% week three). Qualitative results indicated the RtB software was perceived as a useful educational resource; however, its interactive nature could have been further optimized. Students reported increased use of portable devices over time and preferred convenient options when using technology incorporated into the curriculum. This study identifies opportunities to better integrate technology into problem-based learning practices in medical education. Further empirical research is warranted with larger and more diverse student samples.

MODERN METHODS OF THE PRODUCING OF CORROSIVE ANATOMICAL PREPARATIONS

One of the pressing modern problems of teaching morphology is to make the development and teaching of human anatomy as visual as possible. The organs demonstrated during the study of this discipline must retain their natural shape and size. The quality of the resulting preparations depends on the development of technologies for influencing biomaterial, its preservation and embalming. An accurate and visual preparation is the most important tool for demonstrating normal and pathologically altered organs and tissues. The purpose of this review is to analyze the literature data on modern methods for manufacturing corrosive anatomical preparations. The materials for the review were sources of anatomical literature devoted to the issues of anatomical technology, conservation and production of anatomical preparations for teaching students and museum affairs. The work highlights the history of the development of methods for manufacturing anatomical preparations for use in educational demonstration purposes. A detailed analysis of data on currently used methods for producing corrosive preparations was carried out. The advantages of corrosive preparations and polymerizing compositions in comparison with preparations made using wet fixation and plastination methods are shown. A comparative analysis of the characteristics of known polymerizing compositions is presented. The prospects for the development of the corrosion method and its use for the clarity of teaching in educational institutions of medical and biological profiles, as well as the study of three-dimensional configurations of organs and vessels when planning surgical interventions, are determined. The main promising directions for improving the corrosion method are the selection of polymerizing compositions that are rational in their properties, the development of technical devices to facilitate the filling of vascular beds with solutions, as well as other tubular and hollow organs and structures with a polymer solution. Taking into account the development of clinical anatomy and the growing interest in the individual characteristics of organs and their typical anatomy, this method can be used to visually study the variant anatomy and blood supply of complex parenchymal organs.