Undergraduate Anatomy Teaching Research Articles

Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy.

Difficulty in visualizing anatomical structures has been identified as a challenge in anatomy learning and the emergence of three-dimensional printed models (3DPMs) offers a potential solution. This study evaluated the effectiveness of 3DPMs for learning the arterial supply of the head and neck region. One hundred eighty-four undergraduate medical students were randomly assigned to one of four learning modalities including wet specimen, digital model, 3DPM, and textbook image. Posttest scores indicated that all four modalities supported participants' knowledge acquisition, most significantly in the wet specimen group. While the participants rated 3DPMs lower for helping correct identification of structures than wet specimens, they praised 3DPMs for their ability to demonstrate topographical relationships between the arterial supply and adjacent structures. The data further suggested that the biggest limitation of the 3DPMs was their simplicity, thus making it more difficult for users to recognize the equivalent structures on the wet specimens. It was concluded that future designs of 3DPMs will need to consider the balance between the ease of visualization of anatomical structures and the degree of complexity required for successful transfer of learning. Overall, this study presented some conflicting evidence of the favorable outcomes of 3DPMs reported in other similar studies. While effective for anatomy learning as a standalone modality, educators must identify the position 3DPM models hold relative to other modalities in the continuum of undergraduate anatomy education in order to maximize their advantages for students.

Undergraduate Anatomy Education: Improving Course Assessment to Reduce Student Stress

Anatomy is the foundational and most significant discipline in medical education. It is a field of biology that deals with the structure and organization of living organisms. Along with learning academic skills in the anatomy courses, medical students have the chance to develop their leadership, teamwork, and communication abilities. The majority of medical students experience stress and may even have psychiatric illnesses as a result of their unique medical education. The primary goal of this paper is to contrast the variations in systematic human anatomy educations finer points between China and Canada. Additionally, medical students will be asked to respond to a questionnaire to assess their satisfaction with the educational specifics, stress levels, and recommendations for improvement at their respective institutions. The questionnaire responses were subjected to a meta-analysis in this article using STATA in order to better understand the relationship between student stress and course specifics. The paper concludes by discussing ways to enhance inventive anatomy instruction so that students are more interested in anatomy and experience less stress while learning. These include creating online teaching tools like simulation software or 3D models, broadening the range of tasks, adjusting assessment methods, and extending the duration of anatomy.

"Sounding out the students" ultrasound in undergraduate anatomy education

"Sounding out the students" ultrasound in undergraduate anatomy education

The Opinions of Physiotherapists With And Without Training in Manual Therapy on Undergraduate Anatomy Education: A Cross-Sectional Survey Study

Aim: The purpose of this study was to compare the views of physiotherapists with and without training in manual therapy on undergraduate anatomy instruction and to examine the influence of manual therapy training on their views. Methods: The study was conducted among 178 (119 females, 59 males) physiotherapists who graduated from Trakya University between 2018 and 2021. The questionnaire used for the study consists of 3 sections and 39 questions. Results: One hundred seventy-eight questionnaires were completely filled and returned (55% response rate). Most of the training completed by physiotherapists is referred to as manual therapy. The results show that 87 (48.9%) postgraduate physiotherapists received training in manual therapy and 91 (51.1%) postgraduate physiotherapists did not receive training in manual therapy. 96.6% of physiotherapists indicated that training on cadavers increased their interest in anatomy, and 78.7% indicated that examining cadaver parts was the most effective way to learn anatomy. Conclusion: No significant differences were found between the responses of physiotherapists who had received manual therapy training and those of physical therapists who had not, except for responses to the statement "After my anatomy education, I can easily find anatomical formations and points on myself or another person." Keywords: physiotherapists, anatomy, education, manual therapies

Anatomists' uses of human skeletons: Ethical issues associated with the India bone trade and anonymized archival collections.

Concerns have recently been expressed about the continuing availability of human bones from India, obtained originally for educational purposes but lacking the requisite informed consent that would be expected today. More generally, a broader claim is being made, namely, that the practice of using any unconsented bones in educational settings is unethical and should cease. These calls, in turn, raise broader issues regarding the availability of anonymous archival collections in anatomy museums. Although this debate centers on undergraduate anatomy teaching, much anthropological research utilizes human remains of past populations for which there can have been no consent. A suggested alternative for undergraduate teaching is the use of 3D images of human bones, rather than the bones themselves. In addressing these issues, the background to the India bone trade is assessed, and the year 1985 is pinpointed as having significant ethical weight. The cultural and ethical interests inherent in studying archival anonymous skeletal material are weighed against indiscriminate reburial. Although any use of unconsented material represents ethical compromise, account should be taken of changing ethical expectations with time. It is concluded that: there is no justification for repatriation or disposal of all bones for which specific informed consent has not been obtained; continued use of anonymous archival human bones in a professional setting is acceptable, even in the absence of informed consent, with the proviso that there are no culturally relevant groups seeking repatriation; the continued existence of bones in long-standing private collections cannot be justified since it amounts to long-term storage with no identified goals; the notion that 3D images are an ethically superior alternative to actual human bones is unsustainable, since there is an intimate connection between the bones and the 3D images.

Assessing student perception of the integration of portable wireless ultrasound imaging in undergraduate anatomy education.

Anatomy is the foundation of many physiology and healthcare-related degrees. With limited access to cadavers in many universities, it is essential to investigate techniques that could be utilized to support and enhance the teaching of anatomy. Ultrasound is used clinically to aid the diagnosis of a wide range of conditions by visualizing the anatomy of the patient. While research has investigated the advantages of ultrasound in medical education, the potential benefits of ultrasound in undergraduate bioscience degrees remain to be investigated. The aim of this study was to identify if a portable ultrasound probe that wirelessly attaches to a smartphone or tablet was perceived by students as beneficial for their understanding and learning of anatomy, and to identify if there were any barriers for students partaking in ultrasound sessions. Following five ultrasound-teaching sessions, 107 undergraduate students completed a 5-point likert questionnaire on their perception of the integration of portable ultrasound machines in anatomy education. The data indicated that 93% of students perceived that the ultrasound teaching sessions improved their anatomical understanding, 94% perceived that ultrasound increased their ability to understand the clinical relevance of learning anatomy, 97% enjoyed the sessions, and 95% of students believed that ultrasound should be integrated into anatomy teaching. In this study, we also found several barriers for students taking part in ultrasound sessions, including religious beliefs, and lacking adequate background knowledge. In conclusion, these findings demonstrate, for the first time, that students perceive portable ultrasound to enhance their anatomy studies, demonstrating the potential benefit the integration of ultrasound into the anatomy curriculum may serve within undergraduate bioscience courses.

Evaluating a Photogrammetry-Based Video for Undergraduate Anatomy Education.

Modern anatomy education has benefitted from the development of a wide range of digital 3D resources in the past decades, but the impact of the COVID-19 pandemic has sparked an additional demand for high-quality online learning resources. Photogrammetry provides a low-cost technique for departments to create their own photo-realistic 3D models of cadaveric specimens. However, to ensure accessibility, the design of the resulting learning resources should be carefully considered. We aimed to address this by creating a video based on a photogrammetry model of a cadaveric human lung. Students evaluated three different versions of this video in a Likert-type online survey. Most responding students found this type of video useful for their learning and helpful for the identification of anatomical structures in real cadaveric specimens. Respondents also showed a preference for specific design features such as a short video length, white text on black background, and the presence of captions. The positive student feedback is promising for the future development of photogrammetry-based videos for anatomy education and this study has provided pilot data to improve the accessibility of such videos.

Visualization in Anatomy Education.

In the post-pandemic era, one of the significant challenges for anatomy teachers is to reciprocate the experience of practical exposure while teaching the subject to undergraduates. These challenges span from conducting cadaveric dissections to handling real human bones, museum specimens, and tissue sections in the histology lab. Such exposures help the instructors to develop interactive communication with their fellow students and thus help to enhance communication skills among them. Recently, anatomy teachers all over the world started using cutting-edge educational technologies to make teaching-learning experiences for students more engaging, interesting, and interactive. Utilizing such cutting-edge educational technologies was an "option" prior to the pandemic, but the pandemic has significantly altered the situation. What was previously an "option" is now a "compulsion." Despite the fact that the majority of medical schools have resumed their regular on-campus classes, body donation and the availability of cadavers remain extremely limited, resulting in a deadlock. Anatomy teachers must incorporate cutting-edge educational technologies into their teaching and learning activities to make the subject more visual. In this chapter, we have attempted to discuss various new technologies which can provide a near-realistic perception of anatomical structures as a complementary tool for dissection/cadaver, various visualization techniques currently available and explore their importance as a pedagogic alternative in learning anatomy. We also discussed the recent advancement in visualization techniques and the pros and cons of technology-based visualization. This chapter identifies the limitations of technology-based visualization as a supplement and discusses effective utilization as an adjunct to the conventional pedagogical approaches to undergraduate anatomy education.

Anatomy in Action

Increasing and maintaining student engagement within anatomy education at a pre-collegiate level is a challenge that educators continue to encounter. Finding an appropriate level of difficulty that prepares students for the rigor of undergraduate anatomy education while balancing the need to inspire student interest in STEM-related fields of study can inadvertently discourage students, particularly when content is relayed in a ‘traditional’ lecture-based curriculum. The University of Colorado’s Pre-Health Scholars Program (CUPS) is an academic enrichment program for high school students from under-represented minority groups who are interested in healthcare and STEM-related professions. To address the challenges in pre-collegiate anatomy education, the CUPS anatomy curriculum has shifted away from instruction that is purely lecture-based, to a project-oriented curriculum utilizing 3D printing. Here, students are encouraged to connect hands-on experiences and collaborate on individualized projects that require mastery of anatomical principles to create. Students are also introduced to anatomic structures in a multi-dimensional fashion that allows them to examine the complimentary relationship between structure and function. This model of curriculum has the potential to improve engagement and create better foundations of anatomical knowledge through thoughtful instructional design.

The Opportunities and Challenges of Digital Anatomy for Medical Sciences: Narrative Review

BackgroundAnatomy has been the cornerstone of medical education for centuries. However, given the advances in the Internet of Things, this landscape has been augmented in the past decade, shifting toward a greater focus on adopting digital technologies. Digital anatomy is emerging as a new discipline that represents an opportunity to embrace advances in digital health technologies and apply them to the domain of modern medical sciences. Notably, the use of augmented or mixed and virtual reality as well as mobile and platforms and 3D printing in modern anatomy has dramatically increased in the last 5 years.ObjectiveThis review aims to outline the emerging area of digital anatomy and summarize opportunities and challenges for incorporating digital anatomy in medical science education and practices.MethodsLiterature searches were performed using the PubMed, Embase, and MEDLINE bibliographic databases for research articles published between January 2005 and June 2021 (inclusive). Out of the 4650 articles, 651 (14%) were advanced to full-text screening and 77 (1.7%) were eligible for inclusion in the narrative review. We performed a Strength, Weakness, Opportunity, and Threat (SWOT) analysis to evaluate the role that digital anatomy plays in both the learning and teaching of medicine and health sciences as well as its practice.ResultsDigital anatomy has not only revolutionized undergraduate anatomy education via 3D reconstruction of the human body but is shifting the paradigm of pre- and vocational training for medical professionals via digital simulation, advancing health care. Importantly, it was noted that digital anatomy not only benefits in situ real time clinical practice but also has many advantages for learning and teaching clinicians at multiple levels. Using the SWOT analysis, we described strengths and opportunities that together serve to underscore the benefits of embracing digital anatomy, in particular the areas for collaboration and medical advances. The SWOT analysis also identified a few weaknesses associated with digital anatomy, which are primarily related to the fact that the current reach and range of applications for digital anatomy are very limited owing to its nascent nature. Furthermore, threats are limited to technical aspects such as hardware and software issues.ConclusionsThis review highlights the advances in digital health and Health 4.0 in key areas of digital anatomy analytics. The continuous evolution of digital technologies will increase their ability to reinforce anatomy knowledge and advance clinical practice. However, digital anatomy education should not be viewed as a simple technical conversion and needs an explicit pedagogical framework. This review will be a valuable asset for educators and researchers to incorporate digital anatomy into the learning and teaching of medical sciences and their practice.

Are 3D printed models acceptable in assessment?

BackgroundThree‐dimensional (3D) printed models are increasingly used in undergraduate anatomy teaching. However, their role and value in anatomy assessment remains under consideration. The aim of this study was to evaluate student and educator perspectives on acceptability of using novel 3D printed heart models for assessment.MethodsWe used printed 3D models of the heart for first‐year medical students, in small group teaching, formative assessment and revision at home. We adopted a mixed methods approach involving questionnaires, then focus groups to collect student and educator views. We used QSR Nvivo to manage thematic analysis of responses, carried out by student and educators, respectively.FindingsOverall, students 89% (n = 75/84) and educators 91% (n = 10/11) found the assessment acceptable. Thematic analysis of focus groups (n = 4 students, n = 5 educators) identified five key perceptions shared across student and educator groups: 3D models are the future, realism is valued, models appear feasible, consistent and provide a potential for a range of applications in assessment.DiscussionThere was agreement between educators and students that the use of 3D heart models was acceptable. Key recognised benefits include accessibility and consistency across settings, made more relevant in the current COVID‐19 pandemic. We recommend integration of 3D models into teaching and assessment for educational alignment and careful selection of anatomy to model. Further research is required to explore the use of models in summative assessments.

Comparison of two teaching aids: “PowerPoint and Chalkboard” in Undergraduate Anatomy Teaching

Objective: Teaching aids like chalkboard and power point (PPT) have commonly been used in anatomy teaching. With an increasing number of medical seats and introduction of competency-based curriculum, PPT is being preferred. The present study aimed at obtaining the views of medical students on these two teaching aids in learning Anatomy. Methods: It was a prospective, cross-sectional, questionnaire-based study conducted on medical students of First, second and final professional of a Government Medical College in North India. Students’ perception was assessed on the basis of a questionnaire in Likert scale. Likert scale 4 and 5 were considered favorable responses. McNemar’s test was used for statistical analysis. Results: The questionnaires were distributed to 420 students but 412 students participated in study. There were 164 males and 248 females. Students perceived that PPT offered significantly (p value <0.001) better visibility of lecture content, more clarity of the diagrams, structural relations and demonstration of applied aspects as compared to chalkboard. However, chalkboard was preferred over PPT by a significantly higher number of students (p value <0.001) as it enhances the ability to take notes and copy diagrams, develop better understanding of topic, provides better opportunity for student-teacher interaction, stimulates interest in the subject and enhances overall satisfaction and effectiveness of lecture delivery. Conclusion: The present study, based on students’ responses, highlights the areas of strength of chalkboard and PPT and provides a guide for the teachers for an integrated and appropriate use of both teaching aids for effective lecture delivery. KEY WORDS: Anatomy teaching, Lecture delivery, Chalkboard, Power Point, Medical education.

Bilateral variations of the great saphenous vein

The great saphenous vein is the longest in the human body and has been one of the most preferred autologous tissue in bypass surgery.It is affected by the life conditions causing pathological dilatations called varices. We observed bilaterally duplicated great saphenousvein in both lower limbs of an elderly male human cadaver during our routine dissection for undergraduate anatomy education. Aftera detailed inspection of the veins at both sides, we measured and illustrated the variant branches. In this case report, we presentedbilaterally duplicated great saphenous veins, accompanied by an accessory saphenous vein. To the best of our knowledge, there are nosuch variations reported in the literature so far. We think that recognizing this and such variations before surgery will increase success.

Introduction of Computer‐based Simulation for undergraduate Anatomy teaching

Introduction Medical schools face shortage of cadavers for teaching anatomy, more pronounced with COVID-19 pandemic and decrease in procurement of cadavers. Students over the years are getting averse to the cadaver due to awareness of dangers related to components of the embalming fluid like formaldehyde and complain of dissection as a stressful instruction. Aim To introduce and evaluate feasibility, acceptability and effectiveness of Computer Based Simulation (CBS) for teaching Anatomy to undergraduate students. Objectives To introduce Computer-based simulation for teaching human anatomy to medical undergraduates. To assess the feasibility and acceptability of Computer-based Simulation (CBS) teaching for human anatomy for medical undergraduates. To evaluate the effectiveness in learning human anatomy by online Computer Based Simulation teaching Methodology After obtaining ethics approval, this prospective crossover randomized controlled study was conducted online on two modules in the head and neck region by teaching on pre-prepared Videos by both cadaveric and computer simulation techniques. Pre and post test and anonymous feedback were taken Teachers’ perceptions of the students’ understanding of anatomy and the teaching methodology were assessed by written feedback forms. Results Significant difference was observed in mean score of both the techniques (p=0.033). The mean score of students taught via CBS was significantly higher than the cadaveric group. An overwhelming 88% of participants agreed that teaching via the CBS would be safer in the pandemic. Faculty was satisfied by CBS teaching as almost 90% of them appreciated the quality of student interaction and experience of teaching via CBS. Conclusions The study concludes that it is feasible to use computer-based simulation technique for teaching anatomy to Phase I MBBS students. The feedback given by the students showed that the CBS teaching method was acceptable to them as it gave them a good insight into 3- D understanding of the human body increased their understanding of the relations of body structures and organs and increased their capacity to grasp surface anatomy. It was an effective method of learning by the students and was found to induce a significant improvement in their understanding and perception. Teaching faculty also accepted computer-based simulation technique as an effective method of teaching.

Issues in Teaching Vascular Anatomy: Thoughts and Suggestions from the Clinician's Point of View.

The role of anatomy in modern curricula is under reform due to competency of other rapidly evolving subjects and the rapid evolution of several practical aspects and applications dictating modernization of teaching methods as well as of teaching demands. Moreover, modern practice of medicine has put the arterial and vascular system in the center of numerous minimally invasive techniques. Therefore, regardless of their specialty, most doctors should have a very clear and precise knowledge of the vascular anatomy and the basic access techniques from the early years. This viewpoint commentary reflects the experience of the two authors in applying the principles and content of surgical vascular anatomy in undergraduate anatomy teaching and discusses the rationale of this. Moreover, it is suggested that cadaveric dissections should be modified with emphasis on standard surgical vascular exposures and the multidisciplinary teaching of vascular anatomy as a means not only to gain optimal long-term knowledge retention, but also to emphasize through realistic examples on the practical clinical value of vascular anatomy.

Higher-Order Assessment in Gross Anatomy: A Comparison of Performance on Higher- Versus Lower-Order Anatomy Questions between Undergraduate and First-Year Medical Students.

Gross anatomy is considered by many the backbone of medical education. While learning anatomy has a reputation of requiring mainly rote memorization, modern day anatomy education often involves instruction and assessment at cognitive levels that foster higher-order thinking. In many instances, these higher-order anatomical concepts are taught to graduate students in healthcare-related fields, such as medicine. At this level, students are expected to apply and analyze anatomical information since that is what will ultimately be expected of them as professionals. In contrast, undergraduate anatomy education is typically more introductory in nature and often takes place in the setting of a large-enrollment course that serves as a prerequisite for many health sciences degree programs. In this study, variables related to the assessment of higher-order concepts in clinical anatomy were compared between first-year medical students and undergraduate students enrolled in an upper-level human gross anatomy course. Results demonstrate that undergraduate students perform lower than medical students overall, but the degree of difference in how they perform on higher- versus lower-order questions is comparable. The most notable exception is on practical examinations, where undergraduate students tend to struggle more with applying and analyzing information. Exploration of additional variables provides insight into how the cognitive level being assessed affects the time it takes to answer a question and how different practical examination question types and formats influence student performance. Findings presented in this study have implications for designing anatomy courses and underscore the importance of blueprinting assessments.

Implementing ultrasound sessions to highlight living anatomy for large medical student cohorts

BackgroundThere is an intrinsic link between radiology and anatomy and the importance of being able to convert knowledge from 3D structure to 2D image, and vice versa. Medical students must learn how to use anatomical knowledge to interpret radiological images, and with the increasing use of point-of-care ultrasound in clinical practice, the ability to interpret ultrasound scans is becoming more of a core skill for graduating doctors. RationaleSeveral recent systematic reviews of the literature have been undertaken showing the benefits of incorporating ultrasound in anatomy teaching, including appreciation of the dynamic nature of living anatomy, better understanding of anatomical structure, and improved motivation to study. However, there is a lack of consensus in the way ultrasound teaching should be incorporated into undergraduate medical anatomy. ApproachThis article reflects on a pilot of integrating ultrasound into the medical undergraduate anatomy teaching in the School of Anatomy at the University of Bristol. It shares the experience and how some of the challenges cited in the literature have been approached. RecommendationTo help others negotiate the challenges of implementing this valuable teaching experience, a ‘Six Step Model’ for developing a live ultrasound pilot for undergraduate medical anatomy is offered: Expertise, Education, Ethics, Environment, Equipment, Enlist.

An Approach to Economic Evaluation in Undergraduate Anatomy Education.

Medical education research is becoming increasingly concerned with the value (defined as "educational outcomes per dollar spent") of different teaching approaches. However, the financial costs of various approaches to teaching anatomy are under-researched, making evidence-based comparisons of the value of different teaching approaches impossible. Therefore, the aims of this study were to report the cost of six popular anatomy teaching methods through a specific, yet generalizable approach, and to demonstrate a process in which these results can be used in conjunction with existing effectiveness data to undertake an economic evaluation. A cost analysis was conducted to report the direct and indirect costs of six anatomy teaching methods, using an established approach to cost-reporting. The financial information was then combined with previously published information about the effectiveness of these six teaching methods in increasing anatomy knowledge, thereby demonstrating how estimations of value can be made. Dissection was reported as the most expensive teaching approach and computer aided instruction/learning (CAI/L) was the least, based on an estimation of total cost per student per year and assuming a student cohort size of just over 1,000 (the United Kingdom average). The demonstrated approach to economic evaluation suggested computer aided instruction/learning as the approach that provided the most value, in terms of education outcomes per dollar spent. The study concludes by suggesting that future medical education research should incorporate substantially greater consideration of cost, in order to draw important conclusions about value for learners.

The Effectiveness of an Augmented Reality Head-Mounted Display in Learning Skull Anatomy at a Community College.

Despite an increase in the use of technology in undergraduate anatomy education, and the rising popularity of online anatomy courses at community colleges in the United States, there have been no reports on the efficacy of augmented reality on anatomy education in this population. The purpose of this study was to test the hypothesis that augmented reality is an effective and engaging tool for learning anatomy in community college students. Participants recruited from Cuyahoga Community College (Cleveland, OH) studied skull anatomy using either traditional tools (i.e., textbook and plastic skull model) or an augmented reality head-mounted display with an interactive virtual skull application. Comparison of knowledge before and following the study period revealed that augmented reality was an effective tool for learning skull anatomy: pre-quiz=32.7% (± 25.2); mean (± SD), post-quiz=61.8% (± 19.5); n=15; t(28) = 3.53; P=0.001. The traditional tools were equally effective: pre-quiz=44.9 % (± 18.6), post-quiz=67.9 % (± 17.3); n=17; t(32) = 3.73; P=0.0007. Students rated the augmented reality device as 9.6 (± 1.0); mean (± SD) when asked if it fit the statement "fun to use" on a semantic differential scale from 1 (poor) to 10 (excellent). In conclusion, this study found that augmented reality is an effective and engaging tool for the instruction of skull anatomy at a community college.

What Is the Role of 3D Printing in Undergraduate Anatomy Education? A Scoping Review of Current Literature and Recommendations.

Three-dimensional (3D)-printed models have become increasingly popular as an alternative to the traditional method of cadaveric dissection in teaching anatomy. It has the advantage of lower cost and higher reproducibility. It has been widely used in the postgraduate setting, but its efficacy in undergraduate education has not been studied extensively. A scoping review of the literature was undertaken systematically to investigate the role of 3D printing in the anatomy education of undergraduate medical students. A systematic literature search of databases (EMBASE, Pubmed, Educational Resources Information Center, British Education Index and Australian Education Index) was undertaken using relevant keywords. The search yielded 83 results, which were narrowed down to 13 articles after application of exclusion criteria. The literature supported that 3D printing was a useful tool for studying normal, uncommon and pathological anatomy. However, limitations include low fidelity in replicating the colour and textural physical properties of soft tissues and the trade-off between cost and fidelity. It is believed that 3D printing would increasingly be integrated into undergraduate anatomy education, and it might also potentially be used in the assessment of anatomical knowledge and clinical skills training. The establishment of an online 3D model database may facilitate educators to easily manufacture models for specific educational purposes.