Anatomy Education Research Articles

Illustration as a Teaching-Learning Tool in Histology Practical in Undergraduate Medical Education of Bangladesh: Teacher & Student Perspective

Objectives: This study was aimed to find out the perception of students and teachers regarding illustration as a teaching-learning tool in pistology practical class in undergraduate medical education of Bangladesh. Methods: The present study was a cross sectional descriptive one involving quantitative and qualitative methods. Data was collected from 10 medical colleges. 824 1st year MBBS students were enrolled in the survey. A semi-structured questionnaire having multiple response answers was used for obtaining information from the students and in-depth interviews were carried out with 21 teachers of Anatomy. Results: Students mentioned that use of illustration is interesting and helpful for proper understanding of histological structure. A majority of the respondents (66%) mentioned “schematic diagram as their choice of form of illustrations. The interviewee teachers agreed that illustration is very much useful for histology practical session. Conclusions: Illustration aids in better recognition of histological structure. Bangladesh Journal of Anatomy July 2021, Vol. 19, No. 1, pp. 3-7

Reliability and efficiency of ChatGPT 3.5 and 4.0 as a tool for scalenovertebral triangle anatomy education.

As the popularity and the usage of the artificial intelligence (AI) tools is increasing in medical education, it is important to critically evaluate these resources and confirm their reliability. The current study proposes to assess the reliability and effectiveness of ChatGPT 3.5 and 4 for gross anatomical information on scalenovertebral triangle. ChatGPT versions 3.5 and 4 AI tools were used to explore the anatomical information on scalenovertebral triangle eight times on different days. The responses were qualitatively compared to the actual anatomy of the region and comments were made by the authors for each response. The replies given by ChatGPT were not appropriate (either incorrect, partially correct or incomplete) in any of the conversations. There was no major difference between the accuracy of responses, while comparing ChatGPT 3.5 and 4. Almost three out of four times, ChatGPT confused scalenovertebral triangle with scalene or interscalene triangle. None of the responses provided by ChatGPT 3.5 and 4 across all eight instances aligned even once with the standard anatomical description of the scalenovertebral triangle. A novice medical student may not be able to judge the difference between correct and incorrect, consequently may wrongly interpret the anatomy. So cautious planning and educator check is important while it is used. Further development and modifications of this AI tool are required to increase its potential to be used in medical education and healthcare.

Carousel Brainstorming – An Innovative Small Group Teaching Method to Augment Anatomical Knowledge of MBBS Students

Introduction: This study investigated the impact of Carousel Brainstorming, a collaborative and interactive teaching method, on student learning in anatomy education. Emphasizing active participation and knowledge exchange, Carousel Brainstorming aims to enhance critical thinking, teamwork, and the comprehension of complex medical concepts. The research addresses the need for objective measures in real-world settings and explores the effectiveness of Carousel Brainstorming compared to traditional Tutorials. Methodology: Phase-1 MBBS students (n=100) in the academic year 2023-2024 participated in the study through simple randomization. The research spanned four months, and after a didactic lecture on Mammary Gland, students were divided into two groups: Group A (Tutorials) and Group B (Carousel Brainstorming). The latter engaged in a structured session involving pretests, subgroups, and rotating discussions. Post-tests were administered, and a questionnaire assessed students' perceptions. Results: Statistical analysis revealed significant differences in pre-test, post-test, and difference scores between Carousel Brainstorming and Tutorials groups (p < 0.001). Carousel Brainstorming exhibited higher post-test mean scores (7.6) compared to Tutorials (5.0). Students strongly agreed (56.8%) that Carousel Brainstorming was effective. Conclusion: Carousel Brainstorming emerges as a well-received and beneficial teaching method in anatomy education. Its collaborative and interactive nature positively influences knowledge acquisition and retention, fostering active learning. Future research may explore long-term impacts and diverse applications of Carousel Brainstorming in educational settings, offering a promising avenue for innovative pedagogy. KEYWORDS: Carousel Brainstorming, Anatomy education, Teaching-learning methods, Student perception, Learning gains.

Integrating virtual reality to enhance remote teaching of anatomy during unprecedented times.

The COVID-19 pandemic necessitated a global paradigm shift in the teaching of human anatomy. Most institutions successfully transitioned from traditional in-person teaching methods, to various distance-learning strategies. Since virtual reality (VR) offers immersive three-dimensional (3D) experiences, this study investigated students' experiences regarding the capacity of VR to support distance-learning of anatomy. Using the VR application, 3D Organon Virtual Reality Anatomy, anatomy instructors pre-recorded learning content as 360-degree videos with live voice-over and integrated it into the teaching material of the MBBS first-year abdomen, pelvis, and perineum-structure and function course. A 19-item 5-point Likert scale questionnaire, comprising of two major categories, "VR experience in anatomy lessons" and "VR in anatomy lessons vs. traditional cadaveric dissection" was disseminated. Post-evaluation analysis revealed a response rate of 63.5%. Almost 70% of students agreed that VR was instrumental in solidifying their theoretical understanding and improved spatial awareness with better retention of anatomical relationships. Approximately 50% wanted to continue using VR even if instruction becomes onsite. Though 72% of participants agree that VR addressed the session learning objectives only 24% agree that it is similar or better than cadaveric dissection, thus preferring cadaveric dissection to VR. Only 12.1% agree that VR is more beneficial to cadaveric dissection. Our exploration into the integration of VR technology in anatomy teaching has revealed promising opportunities. While VR can augment traditional teaching methods in unprecedented times such as war, floods or global pandemic, it should not replace hands-on cadaveric learning entirely, but rather complement existing approaches.

From crisis to opportunity: enhancing anatomy education in a post-COVID world: the Universiti Sains Malaysia experience.

The coronavirus disease 2019 pandemic has fundamentally reshaped anatomy education, offering invaluable insights to guide the future of anatomy pedagogy. As we transition into a post-pandemic era, it is crucial to integrate the lessons learned to create a more resilient, flexible, and effective educational environment. This paper examines the transformative strategies implemented at Universiti Sains Malaysia during the pandemic, focusing on the empowerment of blended learning, technology-enhanced tools, student-centered learning practical sessions, and enhancement of formative assessment. These strategies include integrating digital learning resources, such as the Virtual Anatomy Museum and online histology quizzes, with in-person instruction, fostering a supportive and interactive learning environment. Additionally, practical sessions were redesigned to emphasize collaborative learning, peer teaching, and developing critical thinking and communication skills. Formative assessments were integrated to provide continuous feedback and support ongoing learning. This comprehensive approach not only enhanced students' understanding of anatomical concepts but also improved their emotional well-being and overall learning experience. The lessons learned from the pandemic have paved the way for a more innovative and adaptive anatomy education that is well-prepared for future challenges.

A new approach to peripheral nerve block education with the Anatomage Table as a learning adjunct.

Human anatomy education serves as a gateway for entering the intricacies of health science. Human cadavers have been the gold standard for learning regional and gross anatomy. However, increasing barriers in acquisition, maintenance, and longevity have pushed anatomy education toward technology-based alternatives such as the Anatomage Table (AT), an interactive, life-sized virtual dissection table with many anatomy education-centric features. The AT has found purchase in various contexts, such as clinical settings, research, outreach, and education. Studies into the efficacy of the AT in teaching settings have been generally positive but limited in its application, particularly in clinical procedure education. In this study, we conducted an informal workshop for second-year Certified Registered Nurse Anesthetist (CRNA) students to aid in being able to identify the important neuraxial landmarks for performing peripheral nerve blocks (PNBs), an anesthetic technique often used before other procedures. In our workshop, we paired the AT with identification of the same neuraxial landmarks on volunteer models with an ultrasound probe to provide students with relevant tactile experience for the procedure. From our pre-/post-surveys of the participants (n = 29), we found that our workshop significantly increased student confidence in identifying the relevant neuraxial landmarks for and in performing PNBs. Our results support the use of the AT in clinical education as a supplement, particularly where other anatomic teaching tools, such as cadaver models, may be too difficult to implement.NEW & NOTEWORTHY We implemented the Anatomage Table (AT) and portable ultrasound to teach neuraxial landmarks for performing peripheral nerve blocks (PNB), an anesthetic technique for Certified Registered Nurse Anesthetist (CRNA) students. The workshop significantly increased student confidence in identifying the relevant neuraxial landmarks for performing PNBs. Our results support the use of the AT in clinical education as a supplement.

Simulation in podiatry teaching and learning: A scoping review.

In podiatry, there are a variety of clinical tasks that require precision and skill and it is expected that clinicians will obtain these skills during their training. Simulation is a dynamic teaching tool used in healthcare to enhance skill and knowledge acquisition. Currently, the extent and nature of the research on the use of simulation in podiatry teaching and learning are not clear. A scoping review was conducted to identify the extent and nature of research activity on the use of simulation in podiatry teaching and learning and identify gaps in the existing literature. Any research relating to simulation use in podiatry teaching including various designs and focusing on simulations aimed at improving podiatry teaching or learning were eligible for inclusion. A systematic search was conducted on February 14, 2024 of the following databases: Embase (via Embase.com), MEDLINE (via PubMed), CINAHL, and the Web of Science. Additional papers were identified via bibliographies of included studies. Content analysis of content relating to podiatry teaching and learning was performed and grouped into broad themes, then further narrowing to six themes. A total of 21 research studies were deemed eligible for inclusion focusing on diverse aspects of podiatry simulation utilized in high-income countries exclusively. Conducted between 1997 and 2023, these studies were categorized into six key themes: skill improvement, communication and professionalism, clinical competencies and patient safety, educational enhancement, and anatomy and histology education. The simulations, carried out by or assessed for podiatry professionals, staff, or students, ranged from high-fidelity medical mannequins to low-fidelity simulations such as a grapefruit model of a diabetes-related foot ulcer. Overall, the findings suggest that simulation teaching in podiatry, whether through direct skill enhancement or through educational impact assessments, holds potential in improving competency, confidence, and educational outcomes in podiatry practice. This scoping review identified a small yet diverse evidence base for simulation modalities in podiatry education, demonstrating gaps in long-term effects and comparative effectiveness studies. It highlights the urgent need for research focused on longitudinal impacts, evaluating various simulation technologies and standardizing best practices to improve podiatry education and align with clinical and patient care needs.

Is virtual reality enhancing dental anatomy education? A systematic review and meta-analysis

BackgroundTraditional dental anatomy education, reliant on cadaver dissections and lectures, faces challenges such as high costs, ethical concerns, and difficulty conveying complex 3D dental structures. Virtual reality (VR) offers a solution by providing immersive, interactive learning environments that can enhance students’ understanding. This study systematically reviews the effectiveness of VR in dental anatomy education compared to traditional methods, focusing on its potential to improve learning outcomes.MethodsA comprehensive search was conducted across Web of Science (WoS), PubMed, and Scopus databases until May 2024. Data were extracted, summarized, and analyzed for qualitative synthesis. The following keywords and their combinations were used: " dental OR dentistry”, “education OR teaching”, “virtual AND reality OR VR”, and “anatomy OR dental AND anatomy”. Studies were included if they met the following criteria: Investigated the use of VR in anatomy education. Compared VR-based learning to other methods such as lecture-based teaching, 3D printed or natural models, or non-interactive 3D models. Quantitative synthesis was performed using standardized mean differences (SMD) with Hedges’d and 95% confidence intervals (CI).ResultsOut of 178 records screened, seven studies were included in the meta-analysis and eight in the personal evaluation analysis. The analysis indicates a moderately positive effect of VR on dental anatomy education (SMD = 0.74, p = 0.05) compared to lecture-based education using X-ray, CBCT, or 3D models. However, at the same time, VR falls short compared to clinical experience, training with physical teeth, or quality printed models. Studies reported rare cases of discomfort, disorientation, diplopic image, and VR sickness.ConclusionsThe use of VR-based learning moderately positively affects educational outcomes, and enhances knowledge retention, especially before clinical experience. The personal evaluation of students showed a strong interest in VR, with positive feedback on its ease of use, accuracy, and educational value.

Analysis of Human Anatomy Education: The Effects of a Gamified Creativity-Based Teaching Method on Students’ from Basic Psychological Needs Frustration

AbstractAccording to self-determination theory, frustration of basic psychological needs (autonomy, competence, and relatedness) leads to ill-being and negatively affects the learning process. The present study aimed to analyze the effects of a gamified creativity-based teaching method of human anatomy on basic psychological needs frustration compared with a conventional teaching method. A quasi-experimental design was employed, comparing two anatomy educational treatments (experimental and control) over a 7-week period. A total of 116 first-year students from two Spanish public universities was participated. The Basic Psychological Needs Frustration Scale was utilized, and pre- and post-treatment measurements were collected. Statistical analyses included independent samples t-tests, one-way ANCOVAs, and a factorial repeated measures ANCOVA 2 × 2 (time × treatment), comparing two groups based on time (baseline vs. follow-up) and treatment (control vs. experimental). The analysis revealed that the gamified creativity-based program achieved lower frustration of basic psychological needs compared to the control treatment (t (108) = 3.74, p < .001, d = 0.68) and a treatment effect was observed (F (1) = 9.06, p = .003, η2p = .083). Autonomy and competence frustration significantly increased in the control group, while apparently remained consistent over time in the treatment group. Baseline and follow-up significant differences were found for relatedness (t (114) = 1.12, p = .03, d = 0.4; t (110) = 2.88, p = .005, d = 0.53, respectively), as well as a treatment effect (F (1) = 7.28, p = .008, η2p = .069). These findings provide support for the idea that students’ basic psychological needs are lower frustrated with the implementation of a gamified creativity-based teaching method in anatomy education.

Teaching human anatomy before during and after COVID-19 pandemic: A longitudinal study on kinesiology students' performance, cognitive load, and congruent embodied learning.

During the COVID-19 pandemic, anatomy educators have demonstrated their ability to respond to face-to-face (F2F) teaching restrictions and offer emergency remote teaching and learning (ERTL) approach. Another educational model that was intensified during COVID-19 was blended learning (BL) which is a combination of F2F and online settings. Studies on the effects of the methods employed during COVID-19 pandemic on anatomy students' learning outcomes are sparse and show slightly similar but nuanced results. There is poor evidence on how the transition to online-only or to BL in response to COVID-19 impacted anatomy students' performance, cognitive load, and embodied learning. The main aim of this longitudinal study is to evaluate the effectiveness of ERTL and BL on anatomy performance in kinesiology students. The second aim of this study was to better understand students' performance in terms of cognitive load embodied learning, and the use of 3D digital tools. The results indicate no significant differences between F2F and ERTL students' performance. However, the results yielded significantly better performance for the BL students in comparison with both F2F (p = 0.001) and ERTL cohort (p = 0.001). The rapid transition to online-only teaching and learning neither enhanced nor deteriorated students' performance. The BL modality appears to be the most efficient. Learning outcomes were discussed in relation to cognitive load, embodied learning, and the use of 3D digital tools.

Visible Human Project based applications can prompt integrating cross-sectional anatomy into the medical school curriculum when combined with radiological modalities: A three-year cross-sectional observational study

BackgroundCross-sectional anatomy is a challenging yet a vital foundation to clinical practice. The traditional teachings of gross anatomy cadaveric dissections do not cover adequate training of recognizing anatomical structures on CT, MRI and sonographic cross-sections. New modern technologies are emerging as teaching tools in anatomy aiming to deliver visual interactive experience. The Visible Human Project provides a library of cross-sectional images compiled from cryosectioned body donors that was utilized by modern technologies such as the virtual dissection table (Anatomage) in constructing 3D software applications visualizing the internal composition of the human body virtually. Hereby, this article explores an integrative approach utilizing the Visible Human Project based applications and basic radiological modalities. PurposeThe purpose of our newly implemented teaching approach was to test and assure technology fitness to the medical curriculum and its potential influence on students’ performance in learning gross as well as cross-sectional anatomy in much depth. Basic proceduresA three years (2021–2024) observational study was conducted by implanting a practical cross-sectional anatomy optional course by selectively utilizing Anatmage interactively beside CT, MRI and ultrasound practice. The performance of 50 participants was evaluated in the form of a written test comprised of labeling of ten cross-sectional images and drawing of two cross-section schemes. Their optional course test scores were compared to their obligatory anatomy subject test scores; and to a non-participants control group of 50 retrospective obligatory anatomy subject test scores. In addition, the participants’ attitude toward the training lessons was assessed through a survey focused on satisfaction level, competence and ability to recognize structures on radiological images. Main findingsThe participants reported a high level of practical engagement. The test scores in the anatomy obligatory subject were positively influenced by this implemented practical course. Students showed improved test scores in the standardized labeling keyword questions, while the scheme questions showed discrepancy. Principal conclusionsIntegrating Visible Human Project based applications with radiological modalities showed positive efficacy on the students’ engagement and learning performance. Inevitably, cadaveric dissection and prosection remain the cornerstone of gross anatomy education. Integrating both modalities of teaching would excel students’ practical skills in applied clinical anatomy.

Comparative assessment of three AI platforms in answering USMLE Step 1 anatomy questions or identifying anatomical structures on radiographs.

The application of artificial intelligence (AI) in education has gained great attention recently. Integration of AI tools in anatomy teaching is currently engaging researchers and academics worldwide. Several AI chatbots have been generated, the most popular being ChatGPT (OpenAI: San Francisco, California, USA). Since its first public release in November 2022, several research papers have pointed to its potential role in anatomy education. However, it is not yet known whether it will prove superior to other available AI tools in this role. This article sheds some light on the current status of research concerning AI applications in anatomy education and compares the performances of three well-known chatbots (ChatGPT, Gemini, and Claude) in answering anatomy questions. A total of 23 questions were used as prompts for each chatbot. These questions comprised 10 knowledge-based, 10 analysis-based USMLE Step 1-type, and three radiographs. ChatGPT was the most accurate of the three, scoring 100% accuracy. However, in terms of comprehensiveness, Claude was the best; it gave very organized anatomical responses. Gemini performed less well than the other two, with a scored accuracy of 60% and less scientific explanations. On the basis of these findings, this study recommends the incorporation of Claude and ChatGPT in anatomy education, but not Gemini, at least in its current state.

Refocusing graduate gross anatomy training: Curating future content experts

AbstractGraduate anatomy courses should be designed based on several needs. These include preparation for how to study in medical school and other healthcare programs, integrating multiple ways of engaging with the material, including repetition for long‐term retention, and training of anatomy educators. Our graduate anatomy course presents an example of a balanced course structure that caters to the varying needs of different learners and encourages interest in anatomy education as a profession. By refocusing graduate gross anatomy training, we aim to support learners pursuing fields that utilize anatomy, including healthcare professions as well as future content experts to address the shortage of qualified anatomy educators.

Team-Based Learning & Point of Care Ultrasound (POCUS) to Augment a Preclinical Cardiovascular Physiology Course.

Introduction: There has been increasing interest in point of care ultrasound (POCUS) as a learning tool in preclinical medical anatomy and physiology courses. Few interventions have used team-based learning (TBL) to teach cardiac POCUS. This study investigates a novel TBL exercise designed to integrate cardiac anatomy, physiology, and cardiac POCUS education within a first-year cardiovascular (CV) course called Team-Based Learning - Ultrasound (TBL-US). Methods: The TBL-US exercise consisted of four phases: preparation, individual and team readiness assurance, image acquisition and application, and knowledge assessment. Six second-year students were trained to facilitate the session under physician supervision. Pre- and post-session knowledge assessments were administered to determine knowledge acquisition. Pre- and post-session surveys were administered to assess attitudes, beliefs, and confidence surrounding cardiac POCUS. Final exam scores were compared between participants and non-participants of TBL-US and stratified into high- and low-performing subgroups to account for pre-TBL baseline differences in ability between the groups. Results: A total of 54 first-year medical students completed TBL-US. Students showed significant improvement on the post-knowledge assessment compared to the pre-knowledge assessment (70.5% vs. 54.9% [p< 0.001]) and scored significantly higher on the final CV exam compared to non-participants (low-performing group: 85.92% vs. 81.02% [p=0.039], high-performing group: 89.22% vs. 85.95% [p=0.038]). Between 43.3-72.7% of students reported that TBL-US increased their understanding of CV anatomy, physiology, and cardiac POCUS. Discussion: Students found TBL-US to be a valuable teaching modality and improved student knowledge of CV anatomy, physiology, and cardiac POCUS. TBL-US effectively augments the learning of cardiac anatomy and physiology during the preclinical undergraduate medical curriculum.

Current State of Dry Needling Practices: A Comprehensive Analysis on Use, Training, and Safety.

Background and Objectives: Dry needling (DN) is a technique that involves inserting a thin filament needle through the skin to target myofascial trigger points for the treatment of musculoskeletal pain and dysfunction. Despite its efficacy in a broad plethora of musculoskeletal pain conditions, its safety remains a topic of debate among clinicians and researchers. The aim of this study was to provide an overview of the current practice of DN through a national survey, focusing on the frequency of its use and the incidence of adverse events (AEs), considering factors including physiotherapist experience, clinical workload, the extent of training received by practitioners, and the use of ultrasound guidance. Materials and Methods: An online cross-sectional survey was conducted. Respondents were licensed physical therapists (PTs) working in Spain. The survey covered demographics, professional data, frequency of adverse effects, and if they use ultrasound routinary for guiding interventions. Results: A total of 422 PTs participated in the study, mostly having 21-60 h of DN training (38.6%), less than 2 years of experience (36%), and not using ultrasound during the interventions (85.5%). Post-needling soreness and bent needles were the most common AEs, with most severe events rarely reported. Adverse event frequencies varied significantly based on training hours, experience, patient percentage treated with DN, and weekly clinical dedication. Clinicians with more hours of DN training or fewer years of experience reported higher incidences of certain complications. Conclusions: DN is a common intervention among PTs, with minor AEs frequently occurring and major AEs being less common but still significant. The accidental puncture of non-desired structures highlights the necessity for improve training on anatomical landmarks, needle insertion depth, cross-sectional anatomy education, and patient monitoring. To ensure safe practice, emphasize comprehensive training, adhere to safety protocols, exercise caution, and prioritize the use of ultrasound-guide is encouraged.

Advances in upper urinary tract anatomy through imaging techniques

This scoping review was conducted based on the Joanna Briggs Institute's theoretical framework and registered with the Open Science Framework (https://osf.io/b27wc). The study analyzed 29 manuscripts published between 2013 and 2023, focusing on imaging exams to synthesize evidence on the anatomy and clinical correlations of the upper urinary tract. The results revealed significant findings, highlighting the intrarenal pelvis as a possible predictive indicator of urinary loss after partial nephrectomy. This emphasizes the importance of anatomical assessment of the renal pelvis. Brödel's avascular plane has been categorized into three types relevant to pre-surgical patient planning. Multiple renal arteries and venous variations have also been reported, including retro-aortic and circum-aortic renal veins. A movable section related to the ureter was described in the perirenal space, delimited by the point of intersection with the gonadal vessels. The ureteropelvic and ureterovesical junctions were found to be anatomical points susceptible to ureteral constriction. On the other hand, the point at which the ureter crosses the iliac vessels is no longer considered a site prone to ureteral obstruction. The authors emphasize the need to adopt a standardized terminology to describe the anatomical variations of the blood vessels related to the kidney. Using diverse and unclear terms can hinder teaching and research in this area and lead to inaccuracies. From the authors' perspective, imaging exams have enhanced anatomical accuracy, benefiting the teaching of human anatomy and significantly contributing to continuous medical breakthroughs.

Anatomically Correct! A qualitative evaluation of an integrated cadaveric clinical skills workshop series designed for future pharmacist prescribers

Abstract Introduction All newly qualified pharmacists in the UK will register as independent prescribers from 2026. Schools of Pharmacy are required to adapt current curricula to allow for greater embodiment of the skills future prescribers require. One essential element of the curriculum for prescribing pharmacists, set by the General Pharmaceutical Council, is understanding anatomy1. Clinical examination techniques can be difficult to grasp without anatomical understanding of physical landmarks. Previously, pharmacists have had little anatomy training. The need for a stronger foundation of clinical skills and knowledge of anatomical landmarks is imperative as graduates become prescribers. Aim To explore the student perceptions of integrated pharmacist anatomy education. Methods In September 2022, an interprofessional team of anatomy and pharmacy academics developed a novel, two-year workshop series using cadaveric examination to better dovetail with clinical skills practical classes, delivered in the same week and covering the same body systems. Within the dissection room, students were invited to complete self-directed exploratory tasks using cadavers followed by interprofessional direction about relevant anatomical landmarks needed for clinical examination techniques. Qualitative evaluation of student perspectives of this experience was undertaken in autumn 2023. Semi-structured interviews following a topic guide were arranged using purposive sampling by inviting students on the new programme (years one and two) and students who had received the non-integrated, anatomy-only programme (years three and four). Interviews were conducted and recorded using Microsoft Teams. Transcripts were cleaned and quality checked. Inductive, open-coding was conducted following Braun and Clarke’s reflexive thematic analysis to understand student experiences and perceptions, with coding and theme generation from one author (DD) with a second author (CEC) for sense-checking in a collaborative approach2. A combination of latent and semantic codes were used as appropriate. Epistemological considerations regarding the data were constructivist, with experiential orientation. Institutional ethical approval was granted for this study (reference: 36415/2023). Lead author (DD) noted his positionality as a fourth-year MPharm student. Results Seventeen one-to-one interviews (n=17) were conducted with post- (n=8) and pre-curriculum change participants (n=9). Five themes were derived from transcripts: navigating initial reactions to anatomy education; valuing integrated and experimental learning; transfer and consolidation of knowledge through staff and peer interaction; individualised perception comprising of student’s overall anatomy experience; prospective application of knowledge via content integration. Content integration was seen as beneficial by students, suggesting that it gave greater insight into the role and remit of a pharmacist and guided them towards the ‘more relevant’ information. Discussion and Conclusion An integrated approach of aligning clinical skills teaching with a multi-disciplinary-led, practical cadaveric anatomy series provided students with greater self-perceived confidence and understanding of clinical examination techniques. Students appreciated the importance of anatomy knowledge in prospective roles as prescribing pharmacists. Limitations of the study included the single site for recruitment at one School of Pharmacy, limiting transferability. Students highlighted benefits of being taught by practising clinical pharmacists who could illustrate the links to diagnosis and prescribing skills. Future research should focus on the longitudinal impact of an integrated anatomy education both pre- and post-registration.

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

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

Sex balance in anatomical research and education

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

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