Anatomy Education Research Articles

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.

Developmental three-dimensional examination of the pelvic cavity of Hamdani crossbred sheep fetuses (Ovis aries) in the last two periods of gestation.

Türkiye is a country in the world ranking in terms of sheep breeding. Hamdani crossbred sheep breed is one of the sheep breeds that can adapt to the difficult conditions in our country. In addition, the sentence may be corrected as 'Especially in the southeastern part of the Türkiye, crossbreeding is preferred by breeders to increase the yield characteristics of sheep'. In our study, it was aimed to perform a pelvimetric analysis of Hamdani crossbred sheep fetuses in the second and third trimesters by three-dimensional modelling method. For this purpose, a total of 40 second-trimester (10 females, 10 males) and third-trimester (10 females, 10 males) fetuses were used. The pelvises of the fetuses were imaged with CT and 3D models were created. Sixteen pelvimetric measurements were performed from the models. The results obtained were evaluated statistically. The study found statistically significant differences between male and female fetuses in terms of vertical diameter (VD) and foramen obturatum width (FOW) measurement parameters in the second trimester. In the third trimester, there were statistically significant differences between genders in acetabulum (AC) (p < 0.01), medial ischial tuberosities (MIT), and ischiatic arch (IA) (p < 0.05) parameters. As a result of the correlation analysis, it was determined that the pelvis length (PL) measurement parameter was positively correlated with different parameters in varying degrees in both periods, while the IA parameter did not show significant correlations with the other parameter in the last two periods of pregnancy. In conclusion, the data obtained will be useful in pelvimetric evaluations of human and animal fetuses, anatomy education, zooarchaeology and taxonomy studies.

Pilot Program in Surgical Anatomy Education for Complex Cranial and Skull Base Procedures: Curriculum Overview and Initial 2-Year Experience at Mayo Clinic

Abstract Background Cadaveric dissection remains a preferred and irreplaceable learning modality among neurosurgery residents. We aimed to develop and describe a tiered, quantifiable, and practical curriculum for cranial neurosurgical anatomy education. We report the structure and evaluation of our 2-year pilot study to serve as a suggested guide for other neurosurgery programs. Methods Our Complex Cranial Dissection Program is tailored to the needs of junior-level neurosurgery residents based on their postgraduation years 1 to 4. Dissections are performed in a sequential manner, each of which emphasize a particular set of manual skills and neuroanatomical knowledge. Dissections are scored on a scale of 10 points. The grading was based on specific landmarks and anatomical structures, which need to be exposed, explored, and preserved. Results Out of 16 residents, 14 individuals (87.5%) attended the dissections in the first iteration of the program and 16 individuals (100%) attended the dissections in the second iteration. A total of 17 dissections were performed across all years. In survey feedback about the program, 100% (Year 1) and 94% (Year 2) of residents considered the assigned dissections to be appropriate for their respective training levels. Further, 100% (Year 1) and 94% (Year 2) of residents endorsed that the dissections were important and helpful for their practice prior to similar operating room experiences. Conclusion The development and implementation of structured dissection programs within residency training, along with dedicated staff, and objective feedback serve a crucial role in neurosurgical education to further develop and enhance surgical skills in the operative setting.

A comparison of 1- versus 3-month regional anatomy exposure on learning outcomes of undergraduate medical students.

Regional anatomy teaching forms a cornerstone of undergraduate medical education. Owing to an increase in teaching and learning content throughout the medical curriculum in recent years, contact hours and overall course durations in anatomy are under review worldwide. This study aimed to assess whether shortening the course content duration impacts learning gain and the ability to identify anatomical structures correctly. Undergraduate medical students of the Johannes Kepler University Linz (JKU; n = 310) and at the Medical University of Graz (MUG; n = 156) participating in regional anatomy courses were included. Whole body regional anatomy courses, including hands-on dissection and accompanying lectures, were delivered over one or three months. Course content and examination mode were kept consistent, while the duration of knowledge delivery was one or three months, respectively. Objective structured practical examinations (OSPE) were then carried out on prosections for the neck, thorax, and abdomen. 3-month course exposure resulted in significantly higher OSPE scores for the neck (49 vs. 37%), thorax (65 vs. 54%), and abdomen (65 vs. 45%), respectively. Further evaluation of the utility of different embalming types yielded higher 3-month scores in the neck and thorax regions with Thiel-embalmed tissues and thorax and abdomen regions in ethanol-glycerin-embalmed tissues. Course exposure over a more extended period, like three months, appearsto be highly beneficial.

Humanistic Value Development Through Extracurricular Activities in Anatomical Education

Humanistic Value Development Through Extracurricular Activities in Anatomical Education

Self-Directed Learning Versus Traditional Teaching in Learning Gross Anatomy Among First-Year Medical Students: A Comparative Study.

Gross anatomy is the first subject to be grasped by budding medicos before learning a long series of skills and competencies required to bloom as a physician or surgeon. In recent years, the teaching time for anatomy has been reduced. The number of anatomy teachers is much less in comparison to the increasing number of students. There is also a paradigm shift in medical education; it has become competency-based, learner-centric, and technology-based. So, anatomical education is also shifting to adopt blended learning strategies. Now, the onus of learning lies more with the students, which can be promoted through self-directed learning (SDL).Many first-year medical students are unprepared for SDL and need assistance understanding SDL. Structured SDL can successfully instill the habit of SDL in young medical students, who are supposed to be lifelong learners in their professional careers.The concept of structured SDL under the supervision of teachers is comparatively new in India. Very few studies are there to compare the effectiveness of SDL with those of traditional teaching methods. The present study aimed to evaluate the effectiveness of SDL in learning the gross anatomy of an important viscus, viz., the liver, and to compare it with the effectiveness of the traditional method of teaching by demonstration/prosection. This interventional comparative study was carried out at the department of anatomy of a government medical collegein Kolkata, India. Sixty willing first-year undergraduate medical students were included in the study. The students were divided into two batches (Batch A and Batch B) of 30 each. Students of Batch A were taught the viscus (liver) by the traditional method of teaching by demonstration/prosection for one and a half hours. Validated pre-test and post-test questionnaires were administered to evaluate learning outcomes. Students of Batch B had a structured self-directed learning (SDL) session under the supervision of teachers on the same topic, viz., viscus (liver), for one and a half hours. The pre-test and post-test questionnaires were given before and after the SDL sessions to evaluate learning outcomes. The results were statistically analyzed. It was observed that the mean post-test score after traditional teaching improved significantly compared to the mean pre-test score. Also, the mean post-test score after the SDL session improved significantly compared to the mean pre-test score. It was found that the mean post-test score after exposure to traditional teaching methods was slightly better than the mean post-test scores after exposure to SDL, but this difference was not statistically significant. It can be inferredthat structured SDL under the supervision of teachers was almost as good as the traditional teaching method by demonstration/prosection in learning the gross anatomy of an important viscus, viz., liver. In the context of the reduced number of anatomy teachers and an increasing number of students, this may open up an option of teaching some portion of gross anatomy, like a few viscera, by SDL. However, a more robust study with a larger sample size can be more conclusive.

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.

Perspectives of a non-medically and a medically qualified early career anatomy academic on facilitating case-based learning sessions for undergraduate medical students.

Case-based learning (CBL) is a student-centered pedagogy where medical students are given a real-world clinical problem. At St George's University of London (SGUL), anatomy academics can volunteer to facilitate CBL sessions for pre-clinical undergraduate medical students. The major benefits of facilitating CBL sessions from the perspective of a non-medically qualified early career anatomy academic (ECAA) include exposure to clinical cases that help the academic develop an understanding over key clinical cases at the context of clinical anatomy and other disciplines including physiology, pathology, and pharmacology. Furthermore, facilitating CBL sessions assists in the acquisition of basic knowledge over history taking, the conduction of clinical examinations, the investigations performed for the diagnosis of a condition as well as how it is managed. The major benefits of facilitating CBL sessions from the perspective of a medically qualified ECAA include staying in touch with the clinical aspect of medicine and becoming familiar with the country's healthcare system and its professional standards. Perceived benefits shared by both the non-medically and medically qualified ECAA include the opportunity to become familiar with the structure and key elements of the pre-clinical medical curriculum as well as gain experience in facilitating small group teaching sessions. Overall, facilitating CBL sessions can help non-medically and medically qualified ECAAs in different contexts that may help them with their individual career goals, can encourage collaborative discussions between clinical and non-clinical anatomy academics as well as help bridge the gap between the anatomy teaching approaches employed by non-medically qualified and medically qualified anatomy academics.

The central neck in 3 dimensions: a digital model derived from radiology, peer-reviewed literature, and medical illustration

This project aims to create a 3-dimensional (3D) digital model of central neck anatomy, including muscles, neurovasculature, and viscera. The neck was segmented from a CT angiogram of a healthy 29-year-old female, and then transferred into 3D illustration software after removing imaging artifact. To enhance anatomical accuracy, details not captured by imaging or unclear from the study were added and refined with relevant peer-reviewed literature. These structures were later incorporated into the head and neck model. Following segmentation, the 3D models was refined in 3D CAD software. Structures not identified by segmentation were designed by a medical illustrator and all structures were refined from peer-reviewed anatomic literature. Where discrepancies were found in the literature, the size, source, and methodology of the studies were considered to determine the most common variants of each structure. Finally, the 3D model was uploaded to MedReality for online viewing. Technological progress in illustration software, patient specific anatomic modeling, and precise 3D CAD modeling has allowed the most accurate 3D surgical anatomy model to be created when combined with existing literature. The associated 3D model and manuscript will serve as a helpful tool for medical professionals regardless of academic level. To our knowledge, this literature-based model of the central neck combined with 3D anatomic modeling from real patient data is unprecedented and should aid in surgical anatomy education.

The lateral neck in 3 dimensions: A digital model derived from radiology, peer-reviewed literature, and medical illustration

ObjectivesTo develop an anatomically accurate 3-dimensional (3D) digital model of the lateral neck anatomy, including musculature, neurovasculature, and other associated structures such as lymphatics Materials and MethodsLateral neck anatomy, emphasizing level 1-4 structures, were segmented from a CT angiogram of a healthy 29-year-old female which was later transferred into a 3D illustration software after removal of imaging artifacts. To enhance anatomical accuracy, details not captured by imaging or unclear from the study were refined with relevant peer-reviewed literature. These structures were incorporated into the head and neck model. ResultsFollowing segmentation, the 3D models was refined in 3D CAD software. Structures not identified by segmentation, including vagus and phrenic nerves and lymphatics beyond the scan resolution, were designed by a medical illustrator and all structures were refined from peer-reviewed anatomic literature. Where discrepancies were found in the literature, the sample size, source, and methodology of the studies were considered to determine the most common variant of each structure. Finally, the 3D model was uploaded to MedReality® for online viewing. ConclusionThis study demonstrates the critical anatomic structures, landmarks, and surgical relationships relevant to the lateral neck. The associated 3D model and manuscript will serve as a helpful tool for a broad range of clinicians and trainees in search of a detailed 3D anatomic description of the lateral neck. This literature-based model of the central neck combined with 3D anatomic modeling from real patient data should aid in surgical anatomy education.

A Novel Educational Intervention for Hand Anatomy Instruction

Abstract Date Presented 03/21/24 OT students benefit from detailed hand anatomy instruction. This study investigated students’ perceptions of participation in a learning activity using a translucent, three-dimensional model of the hand with video narration. Primary Author and Speaker: Christine T. Myers Additional Authors and Speakers: Michael Cricchio, Rebecca A. Piazza, Morgan Yacoe

A Commemoration to Silent Anatomy Teachers: Content Analysis of Gratitude Expressions by Diverse Medical Students

Objectives: Body donors play a crucial role in anatomy education by providing students and researchers with the opportunity to study and understand the human body in a hands-on manner. It is crucial to pay gratitude to donors with the inclusion of diverse medical students. The aim of this study was to conduct a commemoration and a content analysis of gratitude expressions by diverse medical students.Methods: A project commemorating body donors was conducted at the Department of Anatomy, Faculty of Medicine, Wayamba University of Sri Lanka. The medical students who completed the dissections were guided to reflect on the implications of working with cadavers through notes, poems or drawings in their convenient language. Content analysis with an inductive coding method was conducted following the receipt of those submissions.Results: The response rate was 90.13% (n=137). Among the participants, 74.45% (n=102) identified and expressed gratitude for the donor for being a silent teacher. Additionally, there was acknowledgement of human dignity in 63.5%(n=87) and recognizing the selflessness and generosity of the donor in 62.77%(n=86). Analysis also revealed learning humanistic skills such as reverence, responsibility towards patients, and compassion by 25.55% (n=35) of the medical students through working with cadavers.Conclusion: The project permitted individual involvement of medical students from diverse religious and cultural backgrounds in commemoration of body donors. The high response rate and positive views expressed by participants demonstrate the significant impact of cadavers in anatomy education and fostering humanistic skills among medical students.

Anatomy education in low-resourced countries: What are challenges and effective and affordable educational strategies? A qualitative study

Purpose With limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality. Methods A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level. Results LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions. Conclusions Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers ‘commitment.’

Surface Morphology of the Right Lobe of the Human Liver

Background and objective: The liver, being the largest organ in the body exhibits various gross morphological characteristics that are valuable and important in diagnostic and interventional radiology as well as in gastroenterological and surgical procedures. This descriptive observational study documents the surface morphological variations of the right lobe of the human liver.Methods: 10% formalin-fixed liver specimens used for undergraduate anatomy teaching at the Department of Anatomy, Faculty of Medicine, University of Peradeniya were studied for the surface morphology of the right lobe for shape, diaphragmatic grooves, accessory fissures, and lobes.Results: Twenty specimens from donors above 65 years of age with a female majority (60%) were studied. Morphologically normal right lobes were seen in 11 (55%). Others showed several variations. Accessory fissures were seen in 4 (20%) cases. Accessory lobes were found in 2 (10%) with Ridel’s lobe in 1 (5%) case. Diaphragmatic grooves and costal grooves were reported in 1 (5%) each. Saddle-shaped liver was present in two (10%) cases while 2 (10%) had a hump/ conical-shaped right lobe. A large right lobe was seen in one (5%) specimen.Conclusion: Variations in the shape of the liver and surface morphology of the right lobe are frequent. Knowledge regarding these variations will prevent misdiagnosis of lesions and normal anatomy as well as prevent iatrogenic injuries during procedures of the organ and the surrounding area.

Anatomy outreach: A conceptual model of shared purposes and processes.

Anatomy outreach is a well-documented practice by many academic institutions, defined here as when anatomy-related services are provided to external communities. However, most of the current literature on this topic is largely descriptive, focusing on the 'what' of anatomy-related outreach, rather than the generalizable 'why' or 'how'. There exists no shared conceptual model of what anatomy outreach tries to achieve from the perspective of 'outreachers', and how anatomists support these goals. Thus, this study aimed to explore the comprehension of anatomy outreach as a social phenomenon in the anatomy education community. This qualitative research used constructivist grounded theory to explore the perspectives of anatomists with experience facilitating anatomy outreach. A total of 18 participants completed semi-structured interviews. Analysis resulted in the construction of nine broad categories of themes relating to anatomy outreach: types of outreach, specific activities, goals of outreach, subject benefit (why anatomy?), enablers, challenges, appraisal, motivators/drivers, and community perspectives from the immediate anatomy community and wider field (Science, Technology, Engineering, and Mathematics (STEM) and health professions education (HPE)). These results were constructed into a conceptual model of anatomy outreach. The findings suggest that anatomists view the subject matter as a socially connecting experience that can engage a wide variety of individuals. The multimodal nature of anatomy, combined with teaching expertise, lends well to productive outreach. Most 'outreachers' do not have a strong understanding of the impact of their activities, however, and operate on a level of optimism that activities will support diversity, belonging, and health/anatomical literacy.

The effectiveness of Emergency Remote Education (ERE) according to Medicine, Nursing, and Dentistry students

Introduction: Due to the Covid-19 pandemic the Universities had to reinvent themselves and adapt to the new reality. Different versions of Emergency Remote Education (ERE) emerged, in which theoretical classes were taught remotely to the detriment of practice, which would be taught at another time. The discipline of Anatomy, based on practice, needs to undergo adaptations. Practical classes in medicine, dentistry, and nursing were temporarily suspended to be taught in a subsequent period, dissociated from theoretical teaching, and carried out remotely online. Material and Methods: Interviewed 451 health area students from a public university. All students had completed at least one period of Anatomy at ERE and at least one period in person. Results: The majority of students, from all courses, did not agree with the usefulness of remote classes, but they participated in online tutoring and students do not seem to believe that remote teaching could lead to insecurity in the application of anatomy in the clinic. There was reported similarity in the effectiveness of remote classes compared to face-to-face classes and a large percentage of medical (n=135) and nursing (n=35) students believe that theoretical classes do not lead to clinical insecurity, unlike dentistry students (n=73) who think so. Conclusion: In general, the student did not fully approve of the ERE, but did not feel disadvantaged in the teaching of Anatomy, and prefers face-to-face teaching. Most of them attended a monitoring in the ERE, and believe it is most difficult to study practice in Anatomy after theoretical classes.

Simple modified silicone rubber injection technique in fresh cadaveric pelvis and extremities.

The silicone rubber injection technique was first described in 1999 and has been used in the vascular study of neurology and head and neck dissection. Silicone rubber is durable, flexible, and inexpensive. However, the original silicone rubber injection formula perfuses poorly into the pelvis and extremities. We present a simple modification to the silicone rubber injection technique, showcasing its effectiveness in studying the vascular structures in the pelvis and extremities. We used an ordinary mold-making silicone rubber. The new formula involves mixing the silicone rubber with silicone thinner, acetone, catalyst, and resin color. The mixture is then injected into the artery until the color becomes visible under the skin. The specimen is left at room temperature for 0.5-1 h for the silicone rubber to harden. With our technique, the silicone rubber substance perfuses adequately into small arterial perforators and can penetrate into the subdermal plexus. The smallest subdermal arteries identified under a light microscope measured 6 μm. The modified silicone rubber injection technique has proven to be a valuable tool in anatomical education and surgical training.

Medical school students' perspectives on virtual anatomy education in a developing country.

Understanding the fundamental role anatomy education plays in medical training and taking into consideration the nascence of online education in Nigeria, this study evaluated the perceptions of medical and allied-health students toward online anatomy education both during the COVID-19 lockdown in Nigeria and for the future. For this study, Google Form questionnaires were distributed via different social and academic platforms to medical and allied-health students in Nigeria between September 28 and December 17, 2020. A total of 954 students participated in the study and 947 valid responses were recorded. The results showed that 77.6% of the students had reported computer/IT skills and 12.1% admitted that they had never attended an online class. Interestingly, 60% of the respondents disapproved of online learning approaches as effective tools for instructions in the anatomical sciences. Majority of the students (84%) agreed that their performance in anatomy would have been better if the classes were face-to-face, while 55% found the online anatomy classes uninteresting. Furthermore, 91.5% agreed that anatomy educators needed advanced skills for online education, while 94.2% agreed that anatomy online teaching needs more advanced technology to be implemented in Nigeria. This study revealed an overall negative perception about the suitability and effectiveness of online anatomy education in Nigerian medical/health training. This study recommends further investigations into the challenges that were presented during online anatomy education at the peak of the pandemic. This will help direct the development and implementation of a workable and sustainable online education model for anatomical sciences in Nigeria.

Tooth Anatomy Inspector: A comprehensive assessment of an extended reality (XR) application designed for teaching and learning of root canal anatomy by students.

To develop and evaluate a suitable software application for mobile devices designed for teaching root canal anatomy to undergraduate students in an informative and engaging manner. Extracted human teeth were scanned by μCT and digitized by converting into STL files. An extended reality (XR) application illustrating the root canal anatomy of the scanned teeth was developed. Prior to deployment, undergraduate dental students were voluntarily asked about their expectations regarding an educational application on tooth anatomy. After a testing phase of the application on a mobile device and within a virtual reality environment, a subsequent evaluation was conducted to assess their overall experience in relation to their initial expectations. Data were analysed using Kolmogorov-Smirnov test and Mann-Whitney U test. The level of significance was set to .05 (p = .05). The application was able to meet the expectations of the students in all categories (p < .466-.731). Furthermore, it was evaluated as user-friendly (98.2%) and highly motivating for the purpose of learning more on root canal anatomy (100%). Given the overwhelmingly positive reception from undergraduate dental students, the application emerges to be a promising supplementary teaching method for the endodontic curriculum.

Comparison of ‘Complete Anatomy’ (CA) to conventional methods for teaching laryngeal anatomy to first-year dental and dental hygiene students in Ireland

BackgroundDigital 3D visualisation tools have been increasingly used to supplement anatomy teaching with positive results reported in knowledge acquisition, 3D spatial understanding, and active student engagement. Despite their well-documented benefits, evidence of their learning effect on head and neck anatomy is limited. MethodsThis cross-over design study aimed to compare using Complete Anatomy (CA) and conventional methods (prosections and plastic models) to learn laryngeal anatomy. Fifty-four first-year dental and dental hygiene students were randomly assigned to a CA and a conventional group. Pre- and post-tests were used to compare groups' knowledge gains, and a feedback questionnaire was used to compare students' perceptions towards CA. ResultsBoth groups improved significantly in the post-test compared to the pre-test (Cohen's d ≥ 0.8). The conventional group significantly outperformed their counterparts in total (Cohen's d = 0.57) and written questions (Cohen's d = 0.9). However, both groups performed equally in the identification questions. Question-based analysis shows that the CA group performed significantly better in the identification questions than in the written questions (Cohen's d = 0.51). Nearly half the students perceived the CA application as easy to use, and the same proportion believed CA assisted their learning of laryngeal anatomy. ConclusionThis study provides further evidence of the effectiveness of CA in knowledge gain and anatomical recognition and supports its use as supplementary to anatomy education in general and head and neck anatomy in particular.