Anatomy Students Research Articles

QuPath Edu and OpenMicroanatomy: Open‐source virtual microscopy tools for medical education

AbstractVirtual microscopy is becoming increasingly common in both medical education and routine clinical practice. Virtual microscopy software is typically designed either for (1) training students in anatomy, histology, and histopathology, or (2) quantitative analysis—but not both simultaneously. QuPath is one of the most widely used software applications for histopathology image analysis in research and provides a comprehensive set of computational tools to evaluate histology slides. We have enhanced QuPath by developing a new extension, QuPath Edu, which adapts the software to function as an intuitive microanatomy learning environment. Additionally, we have created an entirely new, complementary software platform called OpenMicroanatomy, which provides an alternative way to access QuPath Edu teaching content through a web interface. These tools have been used in teaching of first year medical and dentistry students at the University of Oulu Medical Faculty, and we conducted a user survey for the Class of 2023 to assess the usability and student experience. In general, the introduced annotation and quiz features were appreciated by the students and the system usability of OpenMicroanatomy was considered excellent (SUS score 84.8). Together, these freely available tools enable teachers to develop and deploy innovative training material for anatomy, histopathology, quantitative analysis, and artificial intelligence in a wide range of contexts. This unique combination can provide the next generation of students with essential multidisciplinary skills.

Comparison of augmented reality with other teaching methods in learning anatomy: A systematic review.

Augmented reality (AR) has been investigated as an engaging educational tool that motivates undergraduate health science students to learn human anatomy. AR technology is developing rapidly, supporting medical education by presenting models of human anatomy as digital objects overlaid in the real world via mobile or head-mounted display (HMD). The purpose of this systematic review is to provide a post-pandemic analysis of AR compared with other methods for teaching anatomy and to determine the effects of AR on learning outcomes (LOs). Original research published between January 2020 and April 2024 was obtained from the WOS, Scopus, MEDLINE(Ovid), EMBASE, and PubMed databases, following PRISMA 2020 protocols. Articles included for analysis compared AR with alternative pedagogical methods of teaching undergraduate human anatomy. Studies that described AR as "mixed reality" (MR) were included, while those describing "virtual reality" (VR) were not considered. Risk of bias and limitations in individual studies were assessed using the Quality Assessment with Diverse Studies (QuADS) tool. Data were synthesized using a convergent integrated approach with LOs tabulated for visual analysis. A total of 17 articles were eligible for review: nine studies comparing AR via HMD hardware, and eight comparing mobile AR. The LOs of 12 studies were overwhelmingly reported as non-significant. Insufficient data precluded an accurate meta-analysis of LOs, and critical analysis revealed a considerable risk of bias and lack of justified methodology. While AR holds potential for supporting undergraduate students in learning anatomy, definitive outcomes from the current literature are limited by the heterogeneous nature of the studies and inconsistent use of terminology. It is recommended that future research employs professional AR technologies and incorporates the perspectives of university educators to ensure reliable outcomes that can direct the further development of AR technology in medical education.

A pilot study exploring the effectiveness of binaural beats at reducing anxiety associated with cadaveric dissection.

This study explored the effects of a novel intervention, binaural beats (BB), on anxiety levels of anatomy students during cadaveric dissections and its impact on the learning environment. The study was quasi-experimental, employing a purposive sampling strategy. State (SA) and trait (TA) anxiety levels were measured using the State-Trait Anxiety Inventory during two routine dissection sessions. SA was measured at three time points: at the start, after a 3-min control (silence)/intervention (10 Hz BB) session, and at the end of the dissection. A post-study survey was distributed to the participants to obtain qualitative feedback on their perceptions of BB use during cadaveric dissections. Thirteen female students participated in this study (mean age 19.62 ± 0.65 years). Both control and intervention measures significantly reduced SA levels, with BB demonstrating a greater effect size (Hedges' g = 0.98 for intervention vs. 0.76 for control). SA decreased significantly after the BB intervention (t(12) = 3.78, p = 0.003) and remained low throughout the session, in contrast to the control session, where the reduction post-measure was not sustained (t(12) = -0.64, p = 0.54). Feedback from the post-study survey indicated that most students found the BB intervention effective in reducing their anxiety levels before the dissection. The BB intervention was effective in reducing and maintaining students' SA levels during dissection. Students reported positive experiences with BB. Further investigations are warranted to determine whether the findings of this study can be generalized to larger and more heterogeneous populations.

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".

Medical students' preferences for asynchronous online or face-to-face learning strategies in learning gross anatomy and neuroanatomy during the COVID-19 pandemic.

Gross anatomy and neuroanatomy are fundamental subjects in medical education. However, learning different anatomical terms and understanding the complexity of the subjects are often challenging for medical students. At National Taiwan University, the 2020-2021 cohort adopted a face-to-face (F2F) learning strategy for gross anatomy and neuroanatomy lecture and laboratory courses until May 17, 2021. After the aforementioned date, the same cohort learned the rest of the gross anatomy and neuroanatomy courses via asynchronous online learning. This study aimed to evaluate the benefits of and students' preferences for F2F and asynchronous online learning strategies in learning gross anatomy and neuroanatomy. A survey with closed-ended and open-ended questions was used to quantitatively and qualitatively explore medical students' learning preferences for two teaching strategies in gross anatomy and neuroanatomy. The results identified different learning preferences among students in learning gross anatomy and neuroanatomy-satisfied with both learning strategies, satisfied with only F2F learning strategy, satisfied with only asynchronous online learning strategy, and satisfied with neither learning strategy. The survey results with closed-ended and open-ended questions showed that medical students preferred F2F learning for anatomical laboratory courses but favored asynchronous online learning for neuroanatomical laboratory courses. In addition, medical students considered peer discussion more critical in learning gross anatomy than neuroanatomy. These findings provide valuable information about medical students' preference for gross anatomy and neuroanatomy courses, which anatomy teachers can consider when planning to enhance their curriculum in the future.

Видатні випускники Харківського університету. До 100-річчя з дня народження професора Володимира Вікторовича Бобіна

The School of Medicine of Kharkiv University is famous for its students. This faculty was home to outstanding pioneering scientists in many areas of medicine, who were also educators and humanists. The names of professors V.F. Grube, L.L. Hirschman, V.Y. Danilevsky, V.P. Vorobyov, and many others are widely known in the history of medicine and brought well-deserved fame to Kharkiv. This essay is dedicated to the Bobin doctors, who have been serving people and the cause of public health with their knowledge and medical work for over 160 years. Volodymyr Pavlovych Bobin (1858–1925) graduated from the Medical Faculty of Kharkiv University in 1881. In 1884, after working for the first years after graduation at the Department of General Pathology of Kharkiv University, he was elected as a medical administrator of the free hospital of the D.O. Donets-Zakharzhevsky Kharkiv Medical Society. In November 1884, Volodymyr Pavlovych was elected correcting physician-manager of the KMT hospital. Viktor Bobin was born in Kharkiv on March 28, 1890. His choice of profession was made consciously, and after graduating from high school, Viktor entered the medical faculty of Kharkiv University. From the very fist brilliant lectures of Professor V.P. Vorobyov, Bobin decided to study anatomy. For many years, Viktor Bobin headed the Crimean Society of Anatomists, Histologists and Embryologists and was a member of the Presidium of the Ukrainian Republican Society of AGE. The Bobin medical dynasty continues. The third representative of the Bobin’s dynasty is Volodymyr Viktorovych Bobin (1924–2016), son of Viktor Volodymyrovych. This year marks the 100th anniversary of the birth of Professor, Doctor of Medicine, Academician of the International Academy of Integrative Anthropology, Academician of the Ukrainian Academy of Sciences for National Progress, Head of the Department of Normal Anatomy at Kharkiv National Medical University (KhMU) in 1971–1992. A worthy representative of the Bobin’s medical dynasty, he taught many students of anatomy, wrote numerous textbooks for students, thoroughly researched the macromicroscopic anatomy of the nervous system, and made a significant contribution to science. Key words: Bobin, professor, doctor, Kharkiv University, Society of Anatomists.

Artificial Intelligence in Anatomy Teaching and Learning: A Literature Review

Abstract Medical anatomy is an essential preclinical course for medical undergraduates and provides a fundamental basis for various medical and surgical specializations. Frequently, students encounter difficulties when it comes to studying and comprehending the subject matter. Several pedagogical strategies have been devised and utilized throughout the years to enhance the process of teaching and learning in the field of anatomy. Artificial intelligence (AI) is now transforming anatomy education by utilizing modern technologies such as virtual reality, augmented reality, machine learning, and AI-powered evaluation tools. Recent research explored the AI in anatomy teaching, emphasizing its advantages and constraints. This review provides a thorough overview of the latest developments in the use of AI in anatomical education. It explores how AI-powered technologies can improve the educational experience for anatomy students, including personalized learning, automated grading, and intelligent tutoring systems, and examines the effects of these technologies on student engagement, learning outcomes, and teaching methods.

Evaluation of Finger Prints in Relation to Academic Performance of Students in Anatomy at Islam Medical and Dental College, Sialkot

Objective: To assess the relationship between the fingerprint patterns and academic performance of students in Anatomy.Methodology: This Cross-sectional study was conducted in the Anatomy department of Islam Medical and Dental College Sialkot. The duration of the study was from mid-November 2022 to mid-December 2022. A total of 300 healthy medical (1st and 2nd year MBBS) and dental (1st year BDS) students with no injury and deformity, voluntarily participated in this study. The student’s age were 20-22 years. Simple convenient sampling was used. Ethical clearance was obtained before study. Thumb prints were collected along with questionnaire. The study was done by categorizing the pattern into arches, loops and whorls. The academic performance was taken in percentage and classified as above 70 %, between 50 % and 70 % and below 50%. The statistical analysis of categorical data was done by using non-parametric test i.e. chi square test. A P value of &lt; 0.05 was considered statistically significant.Results: The most common pattern observed among students was loops. The students with loop pattern were in high scoring group while students with whorl and arch pattern scored less marks in Anatomy.Conclusion: The percentage of academic performance was higher in students with loops as compared to whorl and arch.

The Relationship Between Academic Stress, Sleep Quality, and Psychological Wellbeing in Pasifika and New Zealand European Students at the University of Otago

Abstract Background Pasifika students in New Zealand are overrepresented in poor academic outcomes, and their academic challenges may potentially influence their wellbeing. We aim to: 1) compare the academic stress, sleep quality, and psychological wellbeing of Pasifika and New Zealand European (NZE) anatomy students at the University of Otago, and 2) determine if academic stress mediates the association between their psychological wellbeing and sleep quality. Methods We launched a brief online survey to Pasifika and NZE students in our department. The survey included basic demographics, Perception of Academic Stress Scale, Pittsburgh Sleep Quality Index, Hospital Anxiety and Depression Scale, a short loneliness scale, a reduced morningness-eveningness scale, and the Epworth Sleepiness Scale. Results Perceived academic stress were comparable between NZE and Pasifika students, but Pasifika students reported poorer sleep quality than NZE students (t(113) = 14.41, P &lt; .001). In addition, Pasifika students reported more loneliness (t(119) = 8.933, P &lt; .001), less anxiety symptoms (t(120) = 2.469, P = .015), and less of a morning person (t(121) = 2.618, P = .010) than NZE students, but they had comparable depressive symptoms and daytime sleepiness. After controlling for age, ethnicity and gender, we found that academic stress fully mediated the relationship between anxiety or depressive symptoms and poor sleep quality. Furthermore, academic stress partially mediated the relationship between loneliness and poor sleep quality in our cohort. Conclusion Our findings highlight the importance for academic institutions to support students’ wellbeing, including ethnic minority students such as Pasifika students in New Zealand.

Development, implementation, and perceptions of a 3D-printed human skull in a large dental gross anatomy course.

Skull anatomy is a difficult region for anatomy students to learn and understand but is necessary for a variety of health professional students. To improve learning, a 3D-printed human skull was developed, produced, and distributed to a course of 83 dental students for use as a take-home study tool over the 10-week anatomy course. The 70% scale human skull derived from CT data had a fully articulating mandible, simulated temporomandibular joint, and accurate cranial structures. At the course end, students completed a perception survey and responses were compared with those who made a grade of A, B, or C in the course. Students overall reported using the model less than 3 h per week, but those who scored an A in the course reported using the model more frequently than those who scored a B or C. Free responses revealed that students used the model in a variety of ways, but found that the model was quick and easily accessible to check understanding while studying at home in the absence of direct observation by faculty. Overall, this study provides evidence on the feasibility of large-scale 3D printing and the benefits of the use of a 3D-printed model as a take-home study aid.

The trepidatious return to in-person instruction during the COVID-19 pandemic: valuable lessons applied from online teaching using Lt in the face-to-face classroom

The speed at which educators have embraced new technologies during the COVID-19 pandemic has been remarkable. This pivot to virtual instruction has been particularly diffcult in courses where hands-on experiences are the norm, such as in anatomy and physiology laboratory courses. Now with the transition back to mostly in-person instruction, the anatomy and physiology lab environment has faced a new set of challenges where the want to return to a strictly hands-on experience is being met with the need to still maintain flexibility and accessibility for students placed in quarantine. The anatomy and physiology lab curriculum at the University of the Incarnate Word (UIW) has adapted to this varied set of needs by adopting the use of the web-based laboratory software platform, Lt. Students in introductory anatomy and physiology labs surveyed during strictly virtual semesters reported a high level of satisfaction with the Lt lab software. Ratings regarding ease of use, support of learning, and overall ratings increased each semester with the highest ratings occurring during the recent semesters where instruction returned to mostly in-person and hands-on (Fall 2021 – Spring 2022). Interestingly, beginning in 2022 and continuing into fall of 2023, ratings of overall satisfaction began to decrease. Although it is currently diffcult to determine the root cause of this decrease in satisfaction, we speculate that many students are becoming fatigued with the continued use of seemingly virtual labs. Although most lab exercises are hands-on and include dissections and live physiological recordings, we think that the continued use of a virtual interface is too reminiscent of learning under quarantine conditions. Even with variations in ratings regarding Lt use in our introductory anatomy and physiology laboratories, our data still help to support the widely held belief that students perform best, and that instruction is more effective with face-to-face laboratory courses. With our continued use of Lt, we have found an effective combination of virtual and in-person instruction that best fits our course outcomes while still supporting the flexibility and accessibility our students require. Research reported in this poster was supported by the University of the Incarnate Word Offce of Research and Graduate Studies. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Assessment and Impact of Technology-Based Self-Directed Learning of Anatomy Among Clinical and Anatomy Students in Two Universities

Assessment and Impact of Technology-Based Self-Directed Learning of Anatomy Among Clinical and Anatomy Students in Two Universities

A primer to vascular anatomy of the brain: an overview on anterior compartment

PurposeKnowledge of neurovascular anatomy is vital for neurosurgeons, neurologists, neuro-radiologists and anatomy students, amongst others, to fully comprehend the brain’s anatomy with utmost depth. This paper aims to enhance the foundational knowledge of novice physicians in this area.MethodA comprehensive literature review was carried out by searching the PubMed and Google Scholar databases using primary keywords related to brain vasculature, without date restrictions. The identified literature was meticulously examined and scrutinized. In the process of screening pertinent papers, further articles and book chapters were obtained through analysis and additional assessing of the reference lists. Additionally, four formalin-fixed, color latex-injected cadaveric specimens preserved in 70% ethanol solution were dissected under surgical microscope (Leica Microsystems Inc, 1700 Leider Ln, Buffalo Grove, IL 60089 USA). Using microneurosurgical as well as standard instruments, and a high-speed surgical drill (Stryker Instruments 1941 Stryker Way Portage, MI 49002 USA). Ulterior anatomical dissection was documented in microscopic images.ResultsEncephalic circulation functions as a complex network of intertwined vessels. The Internal Carotid Arteries (ICAs) and the Vertebral Arteries (VAs), form the anterior and posterior arterial circulations, respectively. This work provides a detailed exploration of the neurovascular anatomy of the anterior circulation and its key structures, such as the Anterior Cerebral Artery (ACA) and the Middle Cerebral Artery (MCA). Embryology is also briefly covered, offering insights into the early development of the vascular structures of the central nervous system. Cerebral venous system was detailed, highlighting the major veins and tributaries involved in the drainage of blood from the intracranial compartment, with a focus on the role of the Internal Jugular Veins (IJVs) as the primary, although not exclusive, deoxygenated blood outflow pathway.ConclusionThis work serves as initial guide, providing essential knowledge on neurovascular anatomy, hoping to reduce the initial impact when tackling the subject, albeit the intricate vasculature of the brain will necessitate further efforts to be conquered, that being crucial for neurosurgical and neurology related practice and clinical decision-making.

Use of Consistent Formative Assessments to Engage Students in a Second Semester Human Anatomy and Physiology Course

Use of Consistent Formative Assessments to Engage Students in a Second Semester Human Anatomy and Physiology Course

How Does Utilizing Clicker Questions for Exam Preparation Affect Test-Taking Anxiety in Human Anatomy Students in a Flipped Classroom?

How Does Utilizing Clicker Questions for Exam Preparation Affect Test-Taking Anxiety in Human Anatomy Students in a Flipped Classroom?

Personalized strategies for academic success in learning anatomy: Exploring metacognitive and technological adaptation in medical students.

Personalization of learning is an educational strategy rooted in metacognition and is significant in academic training. This is especially true in medical contexts. This study explored the relationship between the metacognitive profile of students of human anatomy, the classification of questions according to their difficulty, and the anatomical domain. It also covered the integration of educational technologies to create personalized learning environments. The identification of metacognitive profiles ("Active", "Pragmatic", "Theoretical", and "Reflective") has been highlighted as a critical influence on students' responses to different pedagogical approaches. Personalized adaptation based on these profiles has shown potential for improving grades and increasing student satisfaction and engagement with learning. The results revealed variations in student performance in relation to different pedagogical approaches, learning units, and evaluation modalities. The "Experience" evaluation modality, personalized according to metacognitive profiles, level of competence, and learning objectives, resulted in higher average scores. However, there was significant variability in the results. Those findings confirm the effectiveness of metacognitive adaptation in improving academic performance. Furthermore, they provide a solid basis for formulating personalized and effective pedagogical strategies in medical education. They recognize the influence of metacognitive profiles on student performance and contribute to advancing medical pedagogy.

Strategies and Tips Toward Motivating Anatomy and Physiology Students

Many students find human anatomy and physiology courses difficult and there are specific ways instructors can help motivate students. Largely, how instructors phrase their words in class can have a huge impact. We present strategies and tips on how instructors can help motivate students in their courses by encouraging ownership of learning, study efficiency, and structuring their course for success.

Student's perspectives of inclusive practices in anatomy education.

There is a drive to implement inclusive practices in anatomy by adapting curricula and utilizing inclusive language and resources that negate biases. However, to date there is no data regarding student's perception of inclusivity. Therefore, the study aims to investigate anatomy student's opinions on inclusive practices in anatomy education based on the protected characteristics of age, disability, ethnicity, gender affirmation and sex. One hundred and forty-five students completed a questionnaire with 21 Likert-scale and two open-ended questions. Kruskal-Wallis tests compared responses by groups defined by the protected characteristics of the Equality Act (2010). Most students (71.2%; n = 84) agreed or strongly agreed that "improving inclusivity in anatomy education should be educator's priority". In terms of representation, there was a statistically different response rate from students from different ethnic backgrounds to the statements "there are anatomy educators" (p < 0.001), "images in textbooks" (p < 0.001) and "models in the dissection room" (p < 0.001) "that look like me". Most students agreed or strongly agreed to statements relating to the protected characteristics of age (70.4%; n = 68), disability (78.6%; n = 77), ethnicity (59.8%; n = 64), gender affirmation (46.3%; n = 46) and sex (51.5%; n = 62). Themes identified relating to improving inclusivity included "reflecting reality", "teaching the truth", "the invisibility of women" and the "learning environment". Students have confirmed that anatomists, as gatekeepers of the knowledge of the human body, should foster inclusive teaching practices that will benefit all students and potentially future patient care.

Design and Development of Electronic Moulage of Brachial Plexus Muscles to Enhance the Learning of Upper Limb Anatomy: An Interventional Study

Background: Anatomy embraces various fields and is regarded as the foundation of medical sciences due to its broad clinical applications, particularly in surgery. However, teaching this subject, particularly in practical units, poses challenges, and insufficient anatomical knowledge and errors in anatomy-related decisions by physicians can lead to avoidable deaths and medical errors. This study aimed to design and develop an electronic moulage (EM) for teaching upper limb anatomy, specifically focusing on the muscles and brachial plexus (BP). Methods: This was a quasi-experimental study with a pre-test-post-test design. Electronic moulage has been implemented in a manner that allows independent structures within a compartment to be taught without the presence of a teacher or anatomical atlases and enables learners to comprehend the anatomical features and relationships of structures in both combined and isolated modes, even without prior knowledge of anatomical theory specific to that compartment. The EM incorporates a skeletal compartment system and a BP component, utilizing audio and visual systems to deliver a comprehensive educational experience. The effectiveness of the EM was evaluated by experts in anatomy and medical science students, comparing it to other teaching methods. Four groups of undergraduate medical radiology students with no prior instruction in upper limb anatomy participated in the study. Each group was assigned to a different training method, including lecture-based education, digital-based education with a simulator, cadaver-based education, and EM-based education. Results: After assessing the results using educational and motivational indicators, it was determined that the EM demonstrated innovative potential and could enhance motivation and the quality of anatomy education. Comparing the post-test scores of the EM-based education group to the other groups revealed significantly higher scores in the EM-based group. This finding indicates that the EM has the potential to improve the effectiveness and efficiency of anatomy education, addressing the limitations of other teaching methods. Conclusions: The developed EM presents a promising solution for enhancing anatomy education, particularly in the context of upper limb anatomy. The innovative features of EM and its ability to improve motivation and learning outcomes make it a valuable tool for teaching this subject matter.

Plastinate Library: A Tool to Support Veterinary Anatomy Learning.

The shortage of both time for anatomy courses in the new veterinary medicine curriculum and instructors prepared to teach biomedical sciences has raised a crisis in anatomical education. Often, students spend time out of their classes trying to learn not only concepts but also laboratory-wise content from 2D materials such as books and videos. In addition, since the global COVID-19 pandemic lockdown, studying and habits have been reviewed, with many people adopting an at-home style. The purpose of this study was to evaluate students' acceptance of taking plastinate anatomical specimens to study at home. Thirty-three students were divided into three groups. G1 took home a set of kidneys composed of equine, bovine, and swine materials; G2 took home a pig kidney; and G3 (control) did not take any plastinate specimen home. Acceptance was assessed using an anonymous survey and interview. The method had high acceptance by the students, who believed that having the plastinate library was advantageous from different perspectives, including aiding with learning the differences between kidneys from different species, time flexibility, no commute to study after hours of laboratory classes, and time redistribution to prioritize the laboratory topics. The plastinate library has the potential to be a supportive tool for anatomy students in the contemporaneous veterinary curriculum paradigm, considering that the G1 and G2 groups used the plastinate specimens at home to complement the time they spent in the laboratory.