Anatomy Education Research Articles

Emerging trends on the anatomy teaching reforms in the last 10 years: Based on VOSviewer and CiteSpace.

The study of organism structural composition, known as anatomy, is essential in comprehending the intricate arrangements of life and plays a crucial role in medical education and practice. It bridges foundational and clinical disciplines, shaping medical education, and practice. With evolving technology, medical education faces new challenges necessitating pedagogical innovations. This article explores the changing landscape of anatomical education, encompassing teaching methods, and curricular shifts. Advancements in information technology and bibliometrics shed light on anatomy's evolution, yet research on anatomy teaching reform (ATR) remains scarce. This study employs advanced analytical tools like CiteSpace and VOSviewer to uncover research hotspots and frontiers in ATR. By scrutinizing focal points and emerging directions in ATR, this research provides insights into the future of pedagogical strategies and clinical research in anatomy.

Practical Applications of Teaching Methodologies in Human Anatomy

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

Teaching clinical anatomy to medical students by flipped classroom.

Background We aimed to introduce the flipped classroom approach for teaching clinical anatomy and to assess its perception and feasibility among medical undergraduate students. Methods Our study included 151 MBBS students of the first professional. We took written informed consent after the study was approved by the Ethics Committee. Selected topics of clinical anatomy were taught using the flipped classroom (FCR) method. It involved pre-class, in-class and post-class activities. In pre-class activity, pre-reading material was given to the students 1 week before the class. An assignment was given 2 days before the class in the form of solving multiple- choice questions, drawing well-labelled diagrams, etc. In- class activity included a pre-test followed by a discussion of the topic in the form of problem-based questions in the class on the principle of Think-Pair-Share. Post-class activity included summarization of the topic by students in the form of a group activity followed by a feedback session. Feedback was collected using a pre-validated feedback questionnaire on Google forms. Data collected were analysed using SPSS 21.0 and Microsoft office 2010. The response to close-ended questions was expressed as percentage. Open-ended questions were analysed by grouping of qualitative responses. Results We found FCR to be a feasible, interesting and necessary pedagogical tool for medical education. Most students (95%) agreed that FCR is a useful technique for better understanding of clinical anatomy. They learnt better from FCR than other teaching methods and their in-depth understanding of the topic improved with FCR. Conclusion FCR is an established teaching-learning tool but it needs to be implemented in undergraduate teaching of clinical anatomy for better understanding of the topics. Didactic lectures do not touch upon clinical correlations in a case-based manner, which can be easily discussed in FCR.

Unveiling the Intricacies of the Inner Ear Anatomy: Novel 3D-Printed Model for Detailed Visualization and Functional Demonstrations.

This research aimed to print realistically detailed and magnified three-dimensional models of the inner ear, specifically focusing on visualising its complex labyrinth structure and functioning simulation. Temporal bone computed-tomography data were imported into Mimics software to construct an initial three-dimensional inner-ear model. Subsequently, the model was amplified and printed with precision using a three-dimensional printer. Five senior attending physicians evaluated the printed model using a Likert scale to gauge its morphological accuracy, clinical applicability and anatomical teaching value. The printed inner-ear model effectively demonstrated the intricate internal structure. All five physicians agreed that the model closely resembled the real inner ear in shape and structure, and simulated certain inner-ear functions. The model was considered highly valuable for understanding anatomical structure and disorders. The three-dimensionally printed inner-ear model is highly simulated and provides a valuable visual tool for studying inner-ear anatomy and clinical teaching, benefiting otologists.

Virtual Reality as an Interactive Method for Anatomy Education

Virtual Reality as an Interactive Method for Anatomy Education

Blending Conventional Learning Approach with Contemporary Visualization Technologies: Prerequisite Toward Evidence-Based Surface Anatomy.

Proficiency in surface anatomy knowledge plays a pivotal role in fostering complication-free and efficacious clinical practice across a wide spectrum of healthcare specialties. This comprehensive understanding and adept utilization of surface anatomy principles serve as the linchpin for deciphering normal anatomical structures within medical imaging and the aptitude to articulate the topographical attributes, visual characteristics, and interrelations of palpable anatomical entities. Despite the advent of advanced direct visualization techniques, such as ultrasound guidance, which assist in interventional procedures, clinicians have not relinquished the indispensable requirement for pertinent surface anatomy knowledge to ensure the successful and secure execution of procedures. Regrettably, evidence-based surface anatomy remains an underemphasized facet in the pedagogy of anatomical sciences. The current narrative review underscores the various methodologies employed in imparting surface anatomy education to students. However, it is noteworthy that no singular, unequivocal best practice has emerged for the teaching and acquisition of surface anatomy knowledge. Therefore, as custodians of anatomical education, there is a pressing need to innovate and amalgamate contemporary pedagogical approaches with state-of-the-art technologies to furnish students with evidence-based surface anatomy insights, thereby enhancing comprehension, retention, and the lasting utility of this essential domain of medical knowledge.

Historical trends and current experiences of anatomical body donation in two Zimbabwean medical schools

BackgroundBody donation is integral to anatomy education, but procurement can be ethically fraught. While voluntary donation is preferred, the use of unclaimed bodies, although considered unethical, is a primary means for body procurement in some countries. This mixed methods study examined historical trends and anatomy technical staff perspectives on body donation in two Zimbabwean medical schools. Methodology and main findingsIn Phase 1, 194 cadaver paper records from January 1984 to January 2021 were reviewed. Unclaimed bodies accounted for 67% while 33% (all white Zimbabweans) were voluntarily donated. Most cadavers were black Africans (62.4%) followed by white Zimbabweans (34.0%). Race was not indicated in seven (3.6%) records. In Phase 2, semi-structured interviews were conducted with seven technicians responsible for sourcing cadavers at the two institutions. Data were thematically analysed resulting in the development of eight themes, arranged into three domains. Cadaver procurement themes related to (1) cadaver source, (2) adherence to procurement guidelines, (3) screening for suitability, and (4) cultural and religious beliefs. Cadaver embalmment focused on (5) embalming practices, and (6) hospital mortuary-based embalming. Finally, (7) disposal processes and (8) resource constraints were found to influence cadaver disposal practices. ConclusionsContrary to best practice, there is continued reliance on the use of unclaimed bodies to support anatomy education in the two Zimbabwean medical schools. Improving the ethical sourcing of bodies requires increased efforts to educate all Zimbabweans, especially the black majority, about the role and importance of voluntary body donation in medical education. Additionally, well-structured, and well-resourced body donation programs could enhance ethical procurement.

Assessing the Utilization and Effectiveness of YouTube in Anatomy Education Among Medical Students: A Survey-Based Study.

Introduction Learning methodologies, particularly in medical education, are evolving with the integration of internet-based technologies into daily life. As a platform, YouTube has become a significant tool for studying human anatomy among medical students. This study aims to assess the utilization of YouTube in learning human anatomy, the types of audio-visual materials used, and the platform's perceived effectiveness in understanding and memorizing anatomical information. Methods A cross-sectional questionnaire study was conducted among 200 medical students at a medical college over one year, of whom 195 completed the questionnaire and were included. The questionnaire addressed general YouTube usage, specific usage for medical studies and human anatomy, types of audio-visual materials used, and the perceived effectiveness of YouTube in understanding and memorizing anatomical information. Data were analyzed using IBM SPSS Statistics for Windows, Version 25.0 (IBM Corp., Armonk, NY) for Pearson's chi-square test to determine statistical differences based on gender and year of study. Results The study cohort comprised 195 medical students (average age: 19.8±1.1 years), 62.6% females and 37.4% males. YouTube emerged as extensively utilized, with 94.5% of males and 96.7% of females reporting general usage and 91.8% of males and 89.3% of females utilizing it for medical studies. For human anatomy learning, 93.2% of males and 89.3% of females relied on YouTube. Among the audio-visual materials, PowerPoint presentations were most prevalent, favored by 46.5% of males and 41.8% of females. Regarding effectiveness, 82.1% of males and 83.7% of females affirmed YouTube's enhancement of anatomical understanding, with 89% of males and 85.3% of females acknowledging its aid in memorization. Additionally, 90.4% of males and 87.3% of females recommended YouTube as an anatomy learning tool. Despite observed gender-based preferences for specific content types, no statistically significant differences were discerned in YouTube's usage and perception across genders. Conclusions YouTube is a widely used and effective tool for the study of human anatomy among medical students, facilitating the understanding and memorization of anatomical information. While cadaver dissection remains an irreplaceable part of medical education, the addition of YouTube as a learning resource can enhance the educational experience. Future research should focus on the in-depth exploration of content satisfaction and the potential role of YouTube in the broader anatomy curriculum.

The centrality of awe as a spiritual disposition in anatomy education.

The centrality of awe as a spiritual disposition in anatomy education.

Animated PowerPoint Videos: An Underutilized Anatomy Educational Tool?

AbstractThe subject of anatomy is an integral component of medical and dental education which are constantly evolving. Hence, educators continuously attempt to take advantage of technological advancements to create resources that will improve students’ higher cognitive skills. This article describes the creation of an e-learning resource in the form of an animated PowerPoint video that was designed based on evidence-based principles and educational theories to introduce the concept of tooth anatomy. Additionally, it outlines how this resource can be potentially integrated into a broader educational system as well as encourage anatomy and medical educators to use less complex technological equipment to create accessible educational resources.

A national survey to assess the state of anatomy teaching in France across various disciplines and professions.

To investigate the current practices in anatomy teaching at French universities in 2023. On January 10, 2023, a questionnaire was sent to all members of the official list of the French Medical College of Professors of Anatomy. Each Anatomy centre was asked to complete this online form only once. The questionnaire covered several key themes, including broad questions, dissections practices, "virtual" dissections, teaching methods and teaching staff. The questionnaire was completed by 26/28 anatomy centres. Access to body donor dissection is reported to be mandatory in 15 of the 26 centers (58%), optional in 10 centers (38%), and "tolerated" in one center (4%). Fifteen of 26 centers (58%) reported having a virtual dissection table for teaching anatomy. Concerning the teaching of anatomy via live ultrasound, 10 out of 26 centers (38%) reported providing it. Regarding the teaching methods used for medical students, chalk and board lectures are the most common method, although the intensity of use varies. Most lectures are given with chalk and board in 42% (11/26) of the centers. In about 73% (19/26) of the centers, tablet lectures are used. Regarding anatomy teachers, it was reported that in 24/26 anatomy centres (92%), more than 50% of the courses for medical students are taught by professors holding the chair of anatomy (21/26 professors (81%), 3/26 associate professors (12%)). The present study endeavors to contribute to the existing body of knowledge on anatomy education by offering insights into the current practices in French universities.

Presence and future of the teaching of anatomy, histology and embryology in the medical curriculum

Hazai orvosképző helyeinken az emberi test szerkezetét az anatómia, szövet- és fejlődéstan egységében tanítjuk. Ez a dolgozat áttekinti és gondolatokat fogalmaz meg tárgyunk jelenével és jövőjével kapcsolatban. Az orvosképzés sarokkövét jelentő anatómiaoktatásnak úgy kell választ adnia a rohamléptékben fejlődő orvostudomány kérdéseire és igényeire, hogy mindeközben egy megváltozott társadalmi és gazdasági környezethez igazodó orvosképzést kell szolgálnia. Oktatógárdánknak olyan hallgatókkal kell közösen fáradoznia a tudás átadásán, akik egy digitális, sokszor virtuális világban nőttek fel, de nagyon is valóságos, gyakorlati képzés során kell orvossá válniuk. A tudás átadásának új módszertanával kell kiegészítenünk a valóságot megmutató jógyakorlatot, melyben a makroszkópos anatómiai tudást a boncasztalnál, a mikroszkópos anatómiai tudást a mikroszkóp mellett értetjük meg, s ebben a fejlődéstani ismeretek nélkülözhetetlen és folyamatos kiinduló- és támpontot adnak. A korlátozott számú előadások a tényközlés helyett a megértetést, a gyakorlatok a megtapasztalást kell hogy szolgálják, míg a vizsgák egy tanár-diák komplementer képességei mentén átadott tudásanyag objektív, igényes tükrét kell hogy nyújtsák. Új és leendő anatómus munkatársaink számára a tudományos munka és a kiérdemelt függetlenség jövőjét kell láttatnunk és biztosítanunk, melyben a rezidens- és szakorvosképzés, valamint a makroszkópos anatómiai témájú tudományos témák, munkatervek felé való gondolkodás nyit új utakat. Ápoljuk és gyakoroljuk, ami magyar és nemzetközi képzésünk visszajelzései alapján kiváló és igényelt, de keresnünk kell tárgyunk további helyét és lehetőségét mind a graduális, mind a posztgraduális képzésben és a tudományban. Orv Hetil. 2024; 165(9): 323–331.

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

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

Anatomy Practical Learning: Opinions of medical faculty year 2 students about anatomy practical course

Objective: With the development of technology, anatomy teaching methods have also been updated. In this direction, a different method was tried in practical lessons. It is foreseen that anatomy lessons will be more useful and laboratory lessons will be active and efficient. Students want to see themselves as an individual. Students want to transfer their thoughts and experiences in a positive or negative way during the education process. Contributing in this way motivates the student. The survey study aims to evaluate the thoughts and suggestions of the students.
 Material and Methods: A study was conducted on the practical anatomy courses of Ordu University Faculty of Medicine Term II students during the 2022-2023 academic year. A questionnaire study was organised to learn the student's perspective on the practice. A total of 16 questions were asked in the questionnaire. One of these questions was open-ended and the others were multiple choice questions. Except for the open-ended question, the other questions had to be answered. The survey questions were prepared from Google Forms application. The questionnaire prepared in this application was sent to the students via a link on the social platform.
 Results: In the questionnaire, the students were asked the question 'Which of the auxiliary resources do you mostly use? The expected frequency for the answer 'textbook' is 1.7. There is no difference between the answers given to this question in the whole population (p>0.05). In the questionnaire, the students were asked 'Do you find the question-answer (mini-exam) technique useful while teaching the laboratory course? The expected frequency of 'yes' answer is 12.8. There was no difference between the answers given to this question in the whole population (p>0.05).
 Conclusion: In conclusion, in this study, students were asked multifaceted questions related to the anatomy course. Positive and negative answers were received and evaluated. According to the results of the study, all opportunities should be used for anatomy lesson. Especially technology should be included in every stage of the course. Thus, anatomy can be taught more efficiently and continuously.

The use of an online anatomy laboratory for allied health education

BackgroundIn-person cadaveric anatomy laboratories allow for students to learn the intricacies of the human body but also develop skills related to communication, clinical reasoning, and interprofessional collaboration. However, the COVID-19 pandemic caused a shift from in-person course delivery to an online medium. Therefore, the objective of this study was to develop and evaluate the implementation and use of an online anatomy laboratory as a replacement for an in-person laboratory component. MethodsAn anatomy course for allied heath students (pharmacy and respiratory therapy) that included an in-person cadaveric laboratory was modified for online delivery. The laboratory component utilized cadaveric images presented by the instructor and breakout rooms for small group discussion to simulate in-person anatomy laboratory experiences. ResultsOnline anatomical studies had no academic advantage or disadvantage compared to in-person instruction. Additionally, students indicated that the online laboratories were enjoyable and helpful for learning anatomy, rated the guided cadaveric image portion very highly and responded positively to the helpfulness of breakout room sessions in learning anatomy. ConclusionsBased on the results of this study, online delivery of an anatomy laboratory, that was developed to simulate important aspects of in-person learning, can act as a viable alternative-learning platform for anatomical laboratory education.

Klinik Anatomi Eğitimi Verilen Anesteziyoloji ve Reanimasyon Anabilim Dalı Araştırma Görevlilerinin Eğitim Hakkındaki Görüşlerinin Değerlendirilmesi: Bir Üniversite Örneği

Introduction: Anatomy is considered one of the cornerstones of medical education. In-depth understanding of anatomy is essential, especially for safe clinical practice in surgical disciplines. This study aimed to evaluate the feedback of research assistants in the department of anesthesiology and reanimation, who received clinical anatomy education.
 Methods: Clinical anatomy education was provided for research assistants at different levels in the department of anesthesiology and reanimation, with two hours per week, and the education was completed within one month. The 5-point Likert scale questionnaire consisting of 18 questions was administered to research assistants to gather their opinions about education. Participants were asked to rate the questions on a scale from 1 to 5. Additionally, data such as age, gender, duration of clinical experience, experience with neuroaxial or peripheral nerve blocks, and participation in regional anesthesia courses were recorded.
 Results: A total of 40 participants, including 15 (37.5%) males and 25 (62.5%) females, with an average age of 29.67 ± 3.94 years, were included in the study. Nearly all participants in our study reported that integrated clinical anatomy education is necessary. The majority mentioned that anatomy education would contribute to airway management and regional anesthesia applications. The participation rate in regional anesthesia courses before education was 17.5%. There was no significant difference in average questionnaire scores between those who participated in regional anesthesia courses and those who did not (p=0.06).
 Conclusion: In the process of anesthesiology and reanimation specialization training, we believe that incorporating clinical anatomy education would enhance the quality of specialization education, thereby improving safety and effectiveness in clinical applications.

Reimagining human dissection in preclinical medical education using studio-based learning: A retrospective pilot study.

Human dissections in the current medical curriculum are conducted using a checklist approach to prioritize the exposure of anatomical structures. In this setting, anatomy educators are labored to enhance their engagement during the dissection. To address this issue, we considered the current medical education pedagogies and identified a novel approach of studio-based learning (SBL) for application in a Human Dissection Workshop. This study aimed to (1) evaluate students' perceptions of SBL, (2) appraise the impact of SBL on anatomical knowledge learning, and (3) interpret the results of a validated questionnaire. Workshop participants were recruited from Year 2 medical students at the Chinese University of Hong Kong from the 2020 and 2021 cohorts. Fifty-one students participated in the workshop (N = 24 [2020], N = 27 [2021]), and 50 of them completed the postworkshop questionnaire rated on a 5-point Likert scale. Nineteen items were validated using a factor analysis. The interpretation of the questionnaire results demonstrated the different learning outcomes of the workshop, which included (1) enhancing students' knowledge and spatial understanding of anatomical structures, (2) strengthening students' appreciation of gross pathologies and clinical relevance, and (3) promoting higher-order thinking skills. To our knowledge, this is the first study to introduce SBL in medical education. The successful implementation of the workshop reflects the promising potential of SBL for enhancing human dissection and supplementing the medical curriculum.

Challenges in sourcing bodies for anatomy education and research in Ethiopia: Pre and post COVID-19 scenarios

BackgroundThe relevance of anatomical dissection in instructing anatomy to medical, dental, and other health science students is indisputable. Ethiopian anatomists encountered challenges in obtaining human bodies for anatomy education and research, both prior to and following the COVID-19 outbreak. The challenges intensified during the pandemic, significantly affecting anatomy education in Ethiopia. This study seeks to investigate the sources of bodies for anatomy, spanning the periods before and after COVID-19, with a particular focus on identifying the primary challenges associated with sourcing of bodies in Ethiopia. MethodsFifty (50) anatomists completed a survey distributed to ten (10) randomly chosen medical institutions in Ethiopia. The survey gathered information on the body profile (number of bodies, age, sex, sources, and methods of body disposal), and the challenges faced during the sourcing of bodies in the years 2018 and 2023. ResultsA total of sixty-three (63) bodies were used by the sampled medical institutions between 2018 and 2023 academic years. All (100%) of the bodies used were unclaimed human bodies. Most (66.7%) of these bodies were males. The majority (65.5%) of these bodies were sourced from Tikur Anbessa hospital in Addis Ababa. None (0%) of the sampled medical institutions had body donation programs. Disposal of human tissues encompassed various methods, including the retention of skeletons, prosection of vital organs, and burial of remaining tissues. Economic constraints and the absence of a legal framework document were the main challenges in acquiring bodies in the pre-pandemic period. The COVID-19 pandemic prevention policies and the civil war further exacerbated the challenges in sourcing of bodies for anatomy dissections during the post-pandemic period. ConclusionThe reliance on unclaimed human bodies for anatomy education and research in Ethiopian medical institutions mirrors a common practice across many African countries. The authors suggest the development of a legislative framework or operational guidelines, coupled with empowering the medical institutions to outsource their own funding that will ultimately lead to an increased number of bodies available for anatomical dissection. Over time, implementation and promotion of body donation programs may also resolve body shortages for anatomy education in Ethiopia.

Faith and facts: Exploring the intersection of religion and science among anatomy educators.

The intersection of religion and science often elicits polarizing views among scientists, though approximately half of American scientists identify as religious. Mounting evidence also supports the role of spirituality in comprehensive patient care. The purpose of this study was to explore the religiosity of faculty who teach in the anatomical sciences at U.S. colleges and universities. Surveys were administered to anatomists through two professional societies. Two-thirds (64.9%, 74/114) of respondents identified as religious, 26.3% (30/114) as atheist, and 8.8% (10/114) as agnostic. Most respondents (64.9%, 74/114) disagreed with the statement, "There is no place for religion and science to intersect." Approximately one in three respondents expressed concern that sharing/disclosing their religious beliefs would negatively affect the perceptions of colleagues (32.5%, 37/114) and students (28.9%, 33/114) toward them. Faculty at faith-based institutions were more open to disclosing their beliefs (p = 0.045), and highly religious individuals were more concerned (p = 0.001). Fewer than one-fifth of respondents 17.5% (20/114) personally experienced mistreatment or discrimination within academic settings due to their religious beliefs. Most respondents held politically liberal-leaning views (71.0%, 76/107). Highly religious individuals were more likely to be politically conservative (p < 0.001). Overall, this study demonstrates that the number of anatomists who identify as religious may be higher than that of other biological disciplines and that mistreatment due to religious views remains a challenge for some in the profession. Continued dialogue regarding the role of religion in professional identity expression may be an important step in mitigating religion-focused mistreatment and discrimination in academic settings.

Educational stereoscopic representation of a step-by-step brain white fiber dissection according to Klingler's method.

Understanding and teaching the three-dimensional architecture of the brain remains difficult because of the intricate arrangement of grey nuclei within white matter tracts. Although cortical area functions have been well studied, educational and three-dimensional descriptions of the organization of deep nuclei and white matter tracts are still missing. We propose herein a detailed step-by-step dissection of the lateral aspect of a left hemisphere using the Klingler method and provide high-quality stereoscopic views with the aim to help teach medical students or surgeons the three-dimensional anatomy of the brain. Three left hemispheres were extracted and prepared. Then, according to the Klingler method, dissections were carried out from the lateral aspect. Photographs were taken at each step and were modified to provide stereoscopic three-dimensional views. Gray and white structures were described: cortex, claustrum, putamen, pallidum, caudate nucleus, amygdala; U-fibers, external and internal capsules, superior longitudinal fasciculus, frontal aslant fasciculus, uncinate fasciculus, inferior fronto-occipital fasciculus, inferior longitudinal fasciculus, corticospinal fasciculus, corona radiata, anterior commissure, and optic radiations. This educational stereoscopic presentation of an expert dissection of brain white fibers and basal ganglia would be of value for theoretical or hands-on teaching of brain anatomy; labeling and stereoscopy could, moreover, improve the teaching, understanding, and memorizing of brain anatomy. In addition, this could be also used for the creation of a mental map by neurosurgeons for the preoperative planning of brain tumorsurgery.