Anatomy Education Research Articles

Enhancing medical anatomy education with the integration of virtual reality into traditional lab settings.

In medical education, traditional anatomy labs have relied heavily on the hands-on dissection of cadavers to teach the complex spatial relationships within the human body. However, the advent of virtual reality (VR) technology offers the potential for significantly enhancing this traditional approach by providing immersive, interactive 3D visualizations that can overcome some of the limitations of physical specimens. This study explores the integration of VR into a traditional gross anatomy lab to enrich the learning experience for medical students. Methods included the deployment of a VR application developed to complement the dissection process, featuring detailed 3D models of human anatomy that students could manipulate and explore digitally. Approximately 60 s-year medical students participated in the lab, where they engaged with both traditional dissection and the VR application. Results indicated that the VR integration not only increased engagement and satisfaction but also improved the students' ability to understand anatomical structures and their spatial relationships. Moreover, feedback from students suggested more efficient learning and retention than with traditional methods alone. We conclude that VR technology can significantly enhance medical anatomy education by providing an adjunct to traditional dissection, potentially replacing certain aspects of physical specimens with digital simulations that offer repeatable, detailed exploration without the associated logistical and ethical constraints.

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.

Enhancing educational experience through establishing a VR database in craniosynostosis: report from a single institute and systematic literature review.

Craniosynostosis is a type of skull deformity caused by premature ossification of cranial sutures in children. Given its variability and anatomical complexity, three-dimensional visualization is crucial for effective teaching and understanding. We developed a VR database with 3D models to depict these deformities and evaluated its impact on teaching efficiency, motivation, and memorability. We included all craniosynostosis cases with preoperative CT imaging treated at our institution from 2012 to 2022. Preoperative CT scans were imported into SpectoVR using a transfer function to visualize bony structures. Measurements, sub-segmentation, and anatomical teaching were performed in a fully immersive 3D VR experience using a headset. Teaching sessions were conducted in group settings where students and medical personnel explored and discussed the 3D models together, guided by a host. Participants' experiences were evaluated with a questionnaire assessing understanding, memorization, and motivation on a scale from 1 (poor) to 5 (outstanding). The questionnaire showed high satisfaction scores (mean 4.49 ± 0.25). Participants (n = 17) found the VR models comprehensible and navigable (mean 4.47 ± 0.62), with intuitive operation (mean 4.35 ± 0.79). Understanding pathology (mean 4.29 ± 0.77) and surgical procedures (mean 4.63 ± 0.5) was very satisfactory. The models improved anatomical visualization (mean 4.71 ± 0.47) and teaching effectiveness (mean 4.76 ± 0.56), with participants reporting enhanced comprehension and memorization, leading to an efficient learning process. Establishing a 3D VR database for teaching craniosynostosis shows advantages in understanding and memorization and increases motivation for the study process, thereby allowing for more efficient learning. Future applications in patient consent and teaching in other medical areas should be explored.

Restoring a natural skeleton of a premature infant from the early twentieth century

Traditional anatomical preparations as they are often found in university collections are both historical treasure and moral responsibility of the hosting institutions. These remains not only represent the tradition and history of anatomical science and education, but above all are the remains of human beings and thus should be treated with dignity. While the discussion on public display of historical human remains is ongoing, the responsibility to keep them in an optimal state of preservation is not in question. However, most time-honored anatomical collections do or did not have the financial and/or technical capacity to keep these high standards, underlining the need for exchange of technical know-how between anatomical institutes and the support of restoration/conservation professionals. Here, we present a state-of-the-art conservation and restoration of a fetal natural skeleton from the early twentieth century along with the professional documentation of restoration-measures. Therefore, we used modern photo- and video documentation, including photogrammetry, as well as UV- and x-ray-examinations to record historical and new restoration procedures. We carried out measures to reconstitute the structural stability of the skeleton. Moreover, we replaced lost parts of the left foot skeleton, and critically discuss the legitimacy of body part replacement in historical specimens. We are convinced, that similar cases of insufficiently preserved specimens can be found in most anatomical collections. Therefore, this article is not only intended to document the state-of-the-art conservation and restoration of a natural skeleton, but also serve as an inspiration for similar campaigns in other institutions in the future.

Exploring the Combination of Computer Vision and Surgical Neuroanatomy: A Workflow Involving Artificial Intelligence for the Identification of Skull Base Foramina

The skull base is a complex region in neurosurgery, featuring numerous foramina. Accurate identification of these foramina is imperative to avoid intraoperative complications and to facilitate educational progress in neurosurgical trainees. The intricate landscape of the skull base often challenges both clinicians and learners, necessitating innovative identification solutions. We aimed to develop a computer vision model that automates the identification and labeling of the skull base foramina from various image formats, enhancing surgical planning and educational outcomes. We employed a deep learning methodology, specifically using a convolutional neural network architecture. Our model was trained on a dataset comprising of 3560 high-resolution, annotated images of the skull base, taken from various perspectives and lighting conditions to ensure model generalizability. Model performance was quantitatively assessed using precision and recall metrics. The convolutional neural network model demonstrated strong performance, achieving an average precision of 0.77. At a confidence threshold of 0.28, the model reached an optimal precision of 90.4% and a recall of 89.6%. Validation on an independent test set of images corroborated the model's capability to consistently and accurately identify and label multiple skull base foramina across diverse imaging scenarios. This study successfully introduces a highly accurate computer vision model tailored for the identification of skull base foramina, illustrating the model's potential as a transformative tool in anatomical education and intraoperative structure visualization. The findings suggest promising avenues for future research into automated anatomical recognition models, suggesting a trajectory toward increasingly sophisticated aids in neurosurgical operations and education.

Educational endoscopic videos improve teaching of middle ear anatomy.

Videos and images are becoming an educational tool in every domain. The objective was to assess the contribution of short educational endoscopic videos in learning the complex anatomy of the tympanic cavity. We conducted a prospective study amongst all the otolaryngology residents in 2021 in the greater Paris area (n = 74), from the first year to fifth year. We divided the residents into two groups who had the same 30-min anatomy class based on anatomical drawings. The second group had a 4-min endoscopic educational video at the end, whereas the first group did not. A video test of 10 surgical situations with each time 5 anatomic structures to identify was created. All the residents took the test just after the class, and 1 month later to assess long-term memory. The MERSQI score (design to assess the quality of educational studies) applied to our study was calculated. The two groups were comparable in terms of training. The "video" group had significantly better results in the first test, mean score 24.40/50 (± 11.7) versus 16.74/50 (± 11.1) (p = 0.005) and also at 1month, mean score 23.25/50 (± 12.3) versus 18.01/50 (± 11.3) (p = 0.035). The score in each group, and the difference between both groups, increased with resident seniority. The MERSQI score of our study was 14.5/18. This study highlights the educational value of videos to help memorise complex 3D anatomy such as in the tympanic cavity.

Acquiring Anatomy Education through YouTube: Prospects and Challenges

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

A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States.

Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how those practices are evaluated is warranted. This scoping literature review identified 78 journal articles investigating teaching practices, and we charted their research methods, student outcomes, and institutional contexts. Content analysis found the teaching practices described most frequently in A&P education research literature involved multiple aligned changes across the curriculum, including student activities, course delivery, and assessments. Critical appraisal of study methodologies revealed that most studies in undergraduate A&P were longitudinal, included comparison groups, and used simple inferential statistics. In contrast, few studies listed limitations of their research, collected data from multiple institutions, or reported student demographic data. We believe these factors pose notable limitations to the interpretation of A&P education studies across institutional contexts. The results of this review identify future lines of inquiry to enrich existing evidence about pedagogical interventions in A&P courses.

Support for whole-body donation among educational staff in Southwestern Ugandan medical educational schools

BackgroundThe teaching of anatomy from early days of medical education relied on the use of cadaver; hence, the present study assessed the support for whole-body donation among academic staff. MethodsThis is a cross-sectional study conducted from January to March 2024 in Southwestern Ugandan medical educational schools among 160 academic staff. Ethical approval was obtained and structured questionnaires were distributed to study participants in the selected Medical Educational Schools. ResultsAmong the 160 sampled academic staff, only 16 % and 18 % supported the donation of their whole-body and the bodies of their relatives/friends for anatomical education respectively. The reason put forward for respondents support for whole-body donation were contribution to medical science (88.5 %) and learnt from someone’s body (53.8 %). The fear of misuse of their body (42.5 %), cultural (53.7 %) and religious (44.8 %) belief were the reasons for non-support for whole-body donation among the study participants. ConclusionThis study concluded that support for whole-body donation among academic staff was low; reasons for non-support were fear of misuse of body, religious and cultural beliefs; hence, we recommend the need for massive desensitization of the public aimed at building confidence on whole-body donation in the community.

Rancang Bangun Media Pembelajaran Sistem Reproduksi Wanita Berbasis Virtual Reality

Midwifery practices have contributed to reducing maternal and child mortality rates by applying biomedical knowledge, one of which is anatomy. Anatomy education typically uses cadavers, models, and books, but it is considered less effective. This study aims to create a virtual reality-based application for quality learning media on the female reproductive system. This research is a development study, which employs a waterfall model to create a high-quality educational media application. The Midwifery Department at Poltekkes Kemenkes Yogyakarta conducted the research in 2022. Based on the needs analysis, it is necessary to develop interactive learning media, one of which utilizes virtual reality technology. Blender for 3D Web applications and A-Frame for Virtual Reality Web. Overall, the application testing resulted in a feasibility percentage of 80.84%. We rated the Virtual Reality application for the Female Reproductive System as very feasible, requiring only minor improvements for learning purposes.

Immersive Virtual Reality (VR) when learning anatomy in midwifery education: A pre-post pilot study.

The integration of technology within teaching offers efficient and diverse learning opportunities. Studies have shown that the use of virtual reality (VR), improves anatomical knowledge and spatial understanding. The aim of this pilot study was to examine whether the utilization of immersive virtual reality goggles as a learning tool for anatomy increase midwifery students' knowledge, and to explore the potential of replacing traditional classroom teaching with VR. We conducted a pre-post pilot study using a questionnaire before and after the use of VR as a learning tool in two cohorts of midwifery students in higher education. Cohort one had completed eight hours of classroom teaching of anatomy before participating in the VR session. The study included 44 midwifery students from two different classes at the same Master's program in midwifery at a university college in Norway. Student in both cohorts were in their first semester of midwifery studies and possessed a Bachelor's degree in nursing. Both cohorts had an increased average mean score in anatomical knowledge immediate after and 14 days after attending the learning session in VR. Students from the cohort that did not participate in anatomy lectures scored high on knowledge, both before and after the session in VR compared to the cohort that had additional classroom teaching in anatomy. Implementing VR as a learning tool, can contribute to increase spatial understanding and anatomical knowledge. By focusing on student learning in combination with learning activities and collaboration, the technology helps students gain understanding and knowledge.

Unusual morphology of an aberrant right subclavian artery: a case report and systematic review of cadaveric studies .

An aberrant right subclavian artery (ARSA) is a rare vascular anomaly defined by the origin of the right subclavian artery from the aorta, distal to the left subclavian artery (LSA). An ARSA was found in an 83-year-old female during cadaveric dissection for anatomy teaching, which had an unusually narrow lumen compared to previously reported cases. The specific morphology of this ARSA variant was characterised by further dissection and measurements. A systematic review of cadaveric case reports with quantitative evaluation of ARSA dimensions was conducted for comparison with this case. This ARSA variant exhibited an unusually narrow lumen (8.22 mm²) compared to the LSA (152.55²), with an ARSA: LSA ratio of 0.24. The systematic review included 17 studies with 23 cases of ARSAs. Of these cases, 20 contained details of ARSA diameter, 19 of which were wider than in this case. In all studies where both ARSA and LSA diameters were measured, ARSA was found to be significantly wider than LSA (mean ratio of ARSA to LSA: 1.49, range: 1.09-2.00). Several other variations were reported in these studies, such as concomitant aortic arch branch anomalies and differing origins of ARSA as defined by vertebral level and relation to the aortic arch. This case report presents an unusually narrow ARSA which has not been previously described in the literature. As there is limited evidence on how ARSA morphology affects clinical outcomes, further research is needed to better inform management of ARSAs.

Women who will live forever

IntroductionThe development of anatomy can be contributed to in various ways. Throughout history, anatomy has essentially been governed by men. Little is said about the women without whom the teaching of anatomy would not have been possible - women who donated their bodies so that others could learn from them – women donors. AimsThis study aims to analyse the donor base, focusing on women donors who joined the Conscious Body Donation Programme at the Medical University of Silesia in Katowice and declared donation of their bodies for scientific and teaching purposes. The principles of the Conscious Body Donation Programme in Poland are also discussed using the example of the Medical University of Silesia in Katowice, which initiated the programme in 2003. Materials and methodsThe analysis covered the donors database maintained at the Medical University of Silesia from 2000 till now. The study included such aspects as the number of declarations made, gender, age of donors, number of resignations from the body donation program, and the number of withdrawals by the university from accepting a donor's body. The results obtained were subjected to statistical analysis. ResultsAmong 2091 donors, 53.12 % were female (n = 1589) and 46.88 % were male (n = 1402). The number of declarations has been steadily increasing since 2000. Analysing the number of declarations made by women - the highest number of declarations was made in 2009 (n = 112), 2017 (n = 191), and 2023 (n = 123 declarations). The average age at which women made declarations was 63.12 ± 13.82 years. The mean age of death was 78 ± 10.48 years with the mean age of death of all donors being 75.7 ± 10.81 years. The minimum age of declaration was 18 years, the maximum was 98 years. When analysing the age ranges in which pledges were made, women were most likely to pledge between 60 and 70 years of age (525 declarations). By 2024, 51 women had resigned from becoming donors. The average age of resignation is 63.75 ± 13.52 years. The minimum age of resignation was 26 years and the maximum was 87 years. ConclusionsCurrently, medical knowledge is growing rapidly. The nobility of donors, including female donors, who choose to donate their bodies for scientific and teaching purposes, reaches far beyond the grave. Such women live on forever remembered by students and then by doctors, physiotherapists, nurses and midwives in a variety of working circumstances often saving human lives, because no teaching aid can illustrate the human body as perfectly as the human body.

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

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

Advancing endovascular neurosurgery training with extended reality: opportunities and obstacles for the next decade.

Extended reality (XR) includes augmented reality (AR), virtual reality (VR), and mixed reality (MR). Endovascular neurosurgery is uniquely positioned to benefit from XR due to the complexity of cerebrovascular imaging. Given the different XR modalities available, as well as unclear clinical utility and technical capabilities, we clarify opportunities and obstacles for XR in training vascular neurosurgeons. A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was conducted. Studies were critically appraised using ROBINS-I. 19 studies were identified. 13 studies used VR, while 3 studies used MR, and 3 studies used AR. Regarding specific educational applications, VR was used for simulation in 10 studies and anatomical modeling in 3 studies. AR was only used for live intra-operative guidance (n = 3 studies). MR was only used for modeling and intra-operative teaching. Considering disease-specific uses, XR enhanced trainee understanding of intracranial aneurysms (n = 12 studies) and stroke (n = 7). XR trained surgeons in diverse neurosurgical procedures, including aneurysm coiling (n = 5 studies), diagnostic angiography (n = 5), and thrombectomy (n = 5). Anatomical modeling with VR and MR enhances neurovascular anatomy education with patient-specific, 3-D models from imaging data. AR and MR enable live intra-operative guidance, allowing experienced surgeons to remotely instruct novices, potentially improving patient care and reducing geographic disparities. AR overlays enhance instruction by allowing the surgeon to highlight key procedural aspects during training. Inaccurate tracking of surgical tools is an XR technological barrier for modeling and intra-operative training. Importantly, the most reported application of XR is VR for simulation-using platforms like the Mentice VIST and Angio Mentor. 10 studies examine VR for simulation, showing enhanced procedural performance and reduced fluoroscopy use after short training, although long-term outcomes have not been reported. Early-stage trainees benefited the most. Simulation improved collaboration between neurosurgeons and the rest of the surgical team, a promising role in interprofessional teamwork. Given the strength of VR for simulation, MR for simulation is an important gap in the literature for future studies. In conclusion, XR holds promise for transforming neurosurgical education and practice for simulation, but technological research is needed in modeling and intra-procedural training.

Teaching Methodologies of Gross Anatomy Education for Undergraduate Physiotherapy Students: An Updated Scoping Review

Gross anatomy provides essential knowledge about the structure and function of the human body. Understanding human anatomy requires specific skills from physiotherapy students to comprehend and memorize the location and relationships of anatomical structures. This review aims to summarize the current evidence on teaching methodologies in anatomy education for undergraduate physiotherapy students. A scoping review was conducted consulting the PubMed, EBSCO, SCOPUS, and Web of Science databases. By analyzing ten studies involving over 1380 students, we identified four primary pedagogical approaches: the use of technological tools, combined traditional methods (such as dissections and radiological imaging), interprofessional education, and the innovative use of animal dissections. The findings highlight that hands-on, practical activities, especially those integrating technology (e.g., virtual reality and interactive quizzes), significantly enhance student engagement and knowledge retention. Collaborative learning through interprofessional education was found to foster a deeper understanding of anatomical concepts and improve teamwork skills, which are crucial for clinical practice. Additionally, the inclusion of traditional methods like dissections and radiological imaging, when paired with modern tools, offers a comprehensive approach that bridges theoretical knowledge with practical application. The use of animal dissections also emerged as an innovative strategy to enhance anatomical comprehension. In conclusion, the literature underscores the importance of adopting diverse and innovative teaching strategies in gross anatomy education for physiotherapy students. Such approaches not only enrich the learning experience but also ensure that students are well prepared for the demands of professional practice.

Perceptions, views and opinions regarding the use of mnemonics in teaching-learning: An e-mail based survey among Bangladeshi anatomy teachers

Background: In anatomy, there are many ‘mnemonics’ available as memory devices. However, how teachers think about different aspects of these devices regarding teaching-learning has not been adequately addressed. This research aimed to determine the perceptions, views, and opinions of Bangladeshi anatomy teachers on the use of mnemonics. Methods: This descriptive cross-sectional study was conducted by the Department of Anatomy at Bangabandhu Sheikh Mujib Medical University, Dhaka, from 2017 to 2018. The research involved a self administered survey via e-mail using Google Forms among 63 Bangladeshi anatomy teachers with a post-graduation in anatomy and at least five years of teaching experience. Responses were collected through pre-designed multiple-choice questions, allowing for single or multiple selection and open-ended questions to explore their perceptions, views, and opinions on seven aspects of using mnemonics. Results: Around 83% of teachers agreed that mnemonics would help effectively memorise anatomical information. Most believed that mnemonic techniques such as ‘Acrostic’ and ‘Rhyme’ would be more effective than ‘Acronym’ and ‘Storytelling’. More than 50% felt that Bangla mnemonics would be more effective than English ones. In teaching anatomy, around 85% preferred to explain a topic first and then introduce the mnemonic. Moreover, half suggested that available English mnemonics could be modified into Bangla to better align with students' understanding levels and cultural context. Conclusions: Most participants indicated ‘Acrostic’ and ‘Rhyme’ were more effective than ‘Acronym’ and ‘Storytelling’. A common view was that modifying English mnemonics to Bangla would yield better results.

Delphi Analysis: Optimizing Anatomy Teaching and Ultrasound Training for Botulinum Neurotoxin Type A Injection in Spasticity and Dystonia.

Our objective was to provide expert consensus on best practices for anatomy teaching and training on ultrasound-guided botulinum neurotoxin type A (BoNT-A) injection for specialists involved in treating spasticity and dystonia. Nine experts (three neurologists; six physical medicine and rehabilitation physicians) participated in a three-round modified Delphi process. Over three rounds, experts reached consensus on 15 of 16 statements describing best practices for anatomy and BoNT-A injection training. They unanimously agreed that knowledge of the target audience, including their needs and current competency, is crucial when designing training programs. Experts also agreed that alignment between instructors is essential to ensure consistency of approach over time and between regions, and that training programs should be simple, adaptable, and "hands-on" to enhance engagement and learning. Consensus was also reached for several other key areas of training program development. The best-practice principles identified by expert consensus could aid in the development of effective, standardized programs for anatomy teaching and BoNT-A injection training for the purposes of treating spasticity and dystonia. This will enhance the exchange of knowledge, skills, and educational approaches between global experts, allowing more specialists to treat important movement disorders and ultimately improving patient outcomes.

ChatGPT versus a customized AI chatbot (Anatbuddy) for anatomy education: A comparative pilot study.

Large Language Models (LLMs) have the potential to improve education by personalizing learning. However, ChatGPT-generated content has been criticized for sometimes producing false, biased, and/or hallucinatory information. To evaluate AI's ability to return clear and accurate anatomy information, this study generated a custom interactive and intelligent chatbot (Anatbuddy) through an Open AI Application Programming Interface (API) that enables seamless AI-driven interactions within a secured cloud infrastructure. Anatbuddy was programmed through a Retrieval Augmented Generation (RAG) method to provide context-aware responses to user queries based on a predetermined knowledge base. To compare their outputs, various queries (i.e., prompts) on thoracic anatomy (n = 18) were fed into Anatbuddy and ChatGPT 3.5. A panel comprising three experienced anatomists evaluated both tools' responses for factual accuracy, relevance, completeness, coherence, and fluency on a 5-point Likert scale. These ratings were reviewed by a third party blinded to the study, who revised and finalized scores as needed. Anatbuddy's factual accuracy (mean ± SD = 4.78/5.00 ± 0.43; median = 5.00) was rated significantly higher (U = 84, p = 0.01) than ChatGPT's accuracy (4.11 ± 0.83; median = 4.00). No statistically significant differences were detected between the chatbots for the other variables. Given ChatGPT's current content knowledge limitations, we strongly recommend the anatomy profession develop a custom AI chatbot for anatomy education utilizing a carefully curated knowledge base to ensure accuracy. Further research is needed to determine students' acceptance of custom chatbots for anatomy education and their influence on learning experiences and outcomes.

Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting

Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6- and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin- than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions.