Search Results (99)

Background: A detailed understanding of cardiac anatomy and physiology is crucial in cardiovascular medicine. However, traditional learning methods often fall short in addressing this complexity. Augmented reality (AR) offers a promising tool to enhance comprehension. To assess its potential integration into the Heidelberger Curriculum Medicinale (HeiCuMed), we conducted a needs assessment among medical students and lecturers at Heidelberg University Medical School. Methods: Our survey aimed to evaluate the perceived benefits of AR-based learning compared to conventional methods and to gather expectations regarding an AR course in cardiovascular medicine. Using LimeSurvey, we developed a questionnaire to assess participants’ prior AR experience, preferred learning methods, and interest in a proposed AR-based, 2 × 90-min in-person course. Results: A total of 101 students and 27 lecturers participated. Support for AR in small-group teaching was strong: 96.3% of students and 90.9% of lecturers saw value in a dedicated AR course. Both groups favored its application in anatomy, cardiac surgery, and internal medicine. Students prioritized congenital heart defects, coronary anomalies, and arrhythmias, while lecturers also emphasized invasive valve interventions. Conclusions: There is significant interest in AR-based teaching in cardiovascular education, suggesting its potential to complement and improve traditional methods in medical curricula. Further studies are needed to assess the potential benefits regarding learning outcomes. Full article

Background: The Museum for Anatomy and Pathology at the Radboud University (The Netherlands) has created a permanent teratological exhibition, which is enhanced with augmented reality (AR) modalities. This exhibition serves various (post)graduate educational purposes and is open to the general public. However, data on visitors’ views and experiences regarding the teratological collection and AR models are currently lacking. Methods: To address this, a qualitative study was conducted to explore visitors’ opinions and experiences. One-on-one in-depth interviews were conducted using a predefined topic list, with audio recordings transcribed verbatim. Thematic analysis was applied to the twenty-six interview transcripts. Results: The findings indicate that publicly displaying teratological specimens alongside AR modalities is valued and positively received by both (bio)medical students and laypeople alike. AR enhances understanding of dysmorphology and provides a more interactive and engaging learning experience for complex topics. Conclusion: The use of AR within a teratological exposition holds tremendous educational potential and improves public awareness and acceptance of developmental anomalies. Moreover, it provides a unique opportunity to reflect on both historical and contemporary bioethical issues. Full article

Anatomy education has long served as a cornerstone of medical training, equipping healthcare professionals with the foundational knowledge necessary for clinical practice. However, the discipline has undergone significant transformations in response to evolving curricula, ethical considerations, and technological advancements. This paper explores the historical development, current state, and future trajectory of anatomy education, focusing on challenges such as ethical concerns regarding cadaveric dissection, and the need for cost-effective alternatives. The study examines innovative teaching methods, including virtual reality, augmented reality and artificial intelligence, which enhance anatomical learning by providing interactive, scalable educational experiences. Additionally, it discusses the integration of anatomy with clinical practice through imaging technologies, competency-based education, and evidence-based approaches. While modern innovations offer valuable learning tools, they cannot entirely replace the hands-on experience and professional identity formation fostered by cadaveric dissection. A balanced approach that combines traditional methodologies with digital advancements is essential for optimizing anatomy education. By leveraging both physical and virtual resources, educators can enhance anatomical comprehension, improve clinical preparedness, and ensure that future healthcare professionals develop both technical expertise and ethical awareness. This paper underscores the need for continued adaptation in anatomy education to align with the demands of modern medicine while preserving its core educational values. Full article

Limited cadaver availability and health risks from formaldehyde-treated cadavers have increased the need for alternative learning materials in veterinary anatomy education. Two studies were conducted to investigate whether low-fidelity 3D-printed models provide comparable learning outcomes to real specimens. In study 1, veterinary students were assigned to two groups to study the equine distal limb on a real specimen (n = 67) or a 3D model (n = 68). In study 2, students were divided into four groups to study the canine forelimb on a real specimen (n = 44), a 3D model (n = 45), a 3D model followed by a real specimen (n = 47), or the reverse combination (n = 47). Learning outcomes were measured through a knowledge assessment. Afterwards, learning materials were evaluated by students. Both studies showed significantly higher learning outcomes in the groups learning with real specimens compared to other test groups. While students preferred to start learning with 3D models before switching to real specimens, this method had the lowest learning outcomes. However, students emphasized the value of 3D models for independent learning outside the dissection hall and desired further 3D models of other anatomical specimens. Findings indicated that low-fidelity 3D-printed models cannot replace real specimens but are a useful complementary tool in veterinary anatomy education. Full article

Histology remains a cornerstone in medical and dental education, providing essential insights into tissue structure, function, and pathology. However, despite its foundational importance, interest in histology is declining, often due to outdated pedagogical methods, insufficient clinical context, and limited use of diverse teaching strategies. Modern health professionals require not only microscopic knowledge but also an understanding of the genetic mechanisms driving tissue development and disease. This paper critically evaluates current histology teaching strategies, identifying a gap in linking molecular genetics to tissue development, particularly in dental education. For instance, oral histology covers tooth development as a core subject yet often neglects the genetic foundations of odontogenesis. This disconnects risks undermining students’ ability to understand clinically relevant conditions, such as amelogenesis imperfecta, dentinogenesis imperfecta, molar incisor hypomineralization, and tooth agenesis—disorders where genetics play a key role. To address this, we propose a vertically integrated teaching model and a merged approach for teaching where several teaching methods, like flipped classrooms, team-based learning, and personalized digital tools, are designed for institutional curricula. Early pre-clinical exposure to genetic principles, revisited with clinical relevance in later years, can strengthen students’ appreciation of histology’s clinical value. This approach modernizes pedagogy, aligns with students’ preferences for digital learning, and ensures histology retains its central role in shaping competent healthcare professionals. Ultimately, developing multi-modal, genetics-integrated strategies is crucial to revitalizing histology education and fostering a deeper, clinically relevant understanding of human biology. Full article

This work aims to evaluate students’ opinions on the materials normally used in anatomy practical classes (fixed and plastinated) compared to 3D anatomical prints. For this purpose, students of anatomy enrolled in the Degree in Veterinary Medicine from the University of Murcia filled out a satisfaction survey about both kinds of material. The students rated the fixed material with a satisfaction percentage close to 100% and the plastinated material with a percentage higher than 75%. Regarding the 3D prints, the percentage obtained was consistently higher than 50% except for two issues: the identification of the vascular structures of the dolphin’s head and the usefulness for surgery of the viscera and vascular structures of the cat, both of which scored less than 50%. This could be related to the lesser knowledge of dolphins of the veterinary students as well as the complexity of these structures. However, the other questions, such as usefulness for learning and exam preparation, the quality of the anatomical piece, the identification of the feline spleen and kidneys, etc. obtained a satisfaction percentage between 58 and 90.40%. This reflects the good acceptance by students of the 3D prints and may allow for a reduction in the number of cadavers used. Full article

The teaching of human anatomy is experiencing significant transformation. Particularly in recent years, incorporating new digital technologies has drastically changed the approach to education. Our bibliometric study aims to investigate trends and issues from 2004 to 2024 related to digital technology in human anatomy teaching. The publication trend in the field has steadily increased over the years, peaking in 2022 and declining in 2023. Despite the limited statistics for 2024, we do not project an exponential increase in publications. Co-citation analysis identified notable references that significantly influenced the field, emphasizing modernization through innovative methodologies. Leading a significant portion of global collaboration, the United States promoted robust multilateral partnerships. Co-occurrence word analysis highlighted the merging of current technology with student-centered learning approaches, reflecting a shift towards more interactive and immersive learning experiences. Thematic map analysis identified distinct research areas with emerging or declining themes. The analysis of topic trends over the last five years revealed a persistent interest in terms like “palmar” and “carpal”, as well as innovative technologies like “cone beam computed tomography”, “augmented reality”, and “virtual reality”. Our bibliometric study revealed a sector in constant transformation, presenting a scenario where integrating technology with traditional teaching methods could enhance medical students’ comprehension of human anatomy. On the other hand, it also highlighted the anticipated challenges of ensuring equal access to cutting-edge technology, providing sufficient training for academic staff, and addressing emerging ethical issues. Full article

Objectives: A thorough knowledge of tooth morphology, encompassing the detailed structural complexities, is essential for the practice of dental hygienists in all aspects of their profession. The aim of this study was to assess the efficacy of two instructional approaches in tooth morphology education, by analyzing the performance of dental hygienist students trained with human extracted teeth compared to those educated with plastic teeth models. Methods: This study included two cohorts of undergraduate dental hygienist students: a control group (n = 27) trained using human teeth, and an experimental group (n = 34) trained using plastic teeth models. Each group underwent two consecutive practical exams where they identified all 32 permanent teeth and 8 deciduous molars. Initially, students were tested on the training material that they were assigned (either extracted human teeth or plastic teeth), and, subsequently, they were tested using the alternative material. Both the number and patterns of identification errors were recorded and analyzed. Paired t-tests were used to compare error rates between real and plastic teeth for students trained on either plastic or real teeth, unpaired t-tests were conducted to assess differences in performance between students trained on plastic versus real teeth when tested on both tooth types, and Fisher’s exact tests were employed to examine variations in error proportions across maxillary and mandibular tooth categories. Results: The control group recorded a mean of 6.41 errors per student (total of 173 errors), with three students (11.1%) failing by committing over 12 errors. Their performance improved to a mean of 5.44 errors (total of 147 errors) when tested on plastic teeth, although the improvement was not statistically significant (p = 0.20). Conversely, the experimental group demonstrated high accuracy on plastic teeth, with 19 out of 34 students (55.9%) achieving perfect scores and a total of only 50 errors (mean, 1.47). Their performance, however, declined when tested on real teeth, escalating to a total of 354 errors, with 32 students (94.12%) making more errors on real teeth than on plastic, resulting in a significant increase in errors to an average of 10.41 per student (p < 0.001). Conclusions: This study demonstrates that students perform best when tested on the materials that they initially were trained with, showing that real teeth provide better educational outcomes than plastic models. This advantage underscores the importance of using natural teeth when learning dental anatomy. Full article

Background: Human anatomy is a crucial component of medical curricula, requiring innovative methods to enhance students’ learning outcomes. Recently, various technology-based methods have emerged to address the limitations of traditional anatomy teaching methods. Among these, serious games have emerged as a promising tool demonstrating effectiveness in achieving various learning outcomes. This systematic review aims to evaluate the effectiveness of serious games in anatomy education and identify gaps in literature. Methods: Following PRISMA guidelines, a comprehensive search of databases including PubMed, Scopus, and Google Scholar was performed. Of 900 records identified, 24 records were eligible for the full text review. Of these, 14 studies were included eventually for detailed analysis. Study quality was assessed using the Newcastle–Ottawa Scale. Results: The results showed that the key learning domains assessed were knowledge acquisition, engagement, perception, and skills development. Most studies reported positive outcomes in terms of students’ performance and satisfaction. Despite these findings, variations in study design, sample size, and assessment methods were noted, limiting the generalizability of results. Conclusions: Serious games represent a novel supplement to anatomy education, fostering improved learning outcomes and engagement. However, future work should focus on well-crafted randomized controlled trials to effectively evaluate the impact of using serious games in anatomy teaching with combined qualitative and quantitative evaluation approaches. Full article

The application of artificial intelligence (AI) in anatomy teaching is gaining attention due to its potential to support personalized learning and its ability to provide customized, real-time feedback. While the potential impact of complete AI integration in medical education remains unclear, there is a suspicion that it could revolutionize pedagogical and assessment practices. Traditional anatomy teaching strategies that use donated human resources hinder continuous learning due to accessibility and ethical challenges. Existing resources, such as anatomy atlases, may not provide knowledge of spatial relationships. AI-powered applications enable students to access more flexible and accessible learning material beyond physical classrooms. This review critically evaluates current advances and the possible impacts of AI in learning anatomy based on the reported empirical original studies. Additionally, it recognizes the challenges and provides possible solutions for them. Most of the initiatives to integrate AI in anatomy teaching are directed towards the development of customized anatomy chatbots and their integration with virtual reality (VR). Although the crucial role of medical imaging in the anatomy curriculum is recognized, currently, no AI application has been developed to target this field. This review discusses the currently available AI tools for anatomy teaching. Additionally, the knowledge gaps and future directions of AI in medical education, especially anatomy education, are also discussed. With the present advances in AI technologies, their application in anatomical education is still deficient. This review paper provides an overview of recent tools used in anatomy teaching and learning. Full article

There has been an exponential increase in the utility of mixed-reality (MR) software as a tool for medical education and training due to its immersive and interactive capabilities. Whilst it has been progressively used in surgical training or in simulation training, there is a significant lack of using it to train the “trainers”. In this single-centre prospective study, MR technology was used to deliver a dedicated 2-h tutorial in surgical training to two cohorts of postgraduate students attending a course on clinical research and education. The Microsoft HoloLens 2 was used to run mixed-reality software capable of rendering CT scan images of a normal brain, an MRI of a large meningioma, an abdominal–pelvic CT scan, and a 3D-printed cranioplasty scan. The participants were then asked to complete a post-usage questionnaire in an anonymous manner. Fourteen participants attended the teaching session and completed the post-usage questionnaire. Scores obtained on the User Experience Questionnaire (UEQ) revealed that MR technology is rated “Excellent” on quality aspects for Attractiveness, Stimulation and Novelty. This prospective study provides insight into incorporating MR in training the trainers, allowing them to be equipped with the technology to imparting education to the next generation across various disciplines. Full article

Anatomical study, rooted in tradition spanning centuries, has historically been based on the methodology of dissections and the use of book illustrations. Currently, various teaching methodologies have emerged for the training of health sciences students, among which 3D applications of anatomical models stand out. This study aims to investigate which 3D anatomy apps are most used by health science students and their perception of the usefulness of these apps for studying anatomy—specifically, to what extent they believe these apps contribute to the acquisition of academic, cognitive, and interaction competencies related to the anatomy course. A descriptive cross-sectional study was conducted in which 88 students from the fields of Medicine and other Health Sciences at several Spanish universities completed a survey that included questions about the use of 3D anatomy apps and the competencies outlined in the official anatomy course syllabus at Spanish universities. The results show that 3D anatomy apps are commonly used (74.2% of participants) and positively affect the students’ anatomical study, as most participants (84.95%) found these apps useful both in their learning process and for increasing their academic motivation. These apps seem to contribute much or very much to the acquisition of competencies related to the understanding of anatomical structure and morphology (81.82% and 78.79%, respectively), although their contribution to the study of anatomical function is less significant (21.21%). Remarkable results were also obtained in relation to the perceived contribution of other cognitive and interaction skills linked to the study of anatomy. For the first time, this study collected data on the use of 3D apps by Health Science students from Spanish universities. Furthermore, this study provides insight into which specific competencies are most benefited by the use of 3D anatomy apps, suggesting future improvements to these apps to enhance the acquisition of certain competencies, which will ultimately improve the teaching–learning process of anatomy through these applications. Full article

Congenital heart defects (CHDs) are the most common congenital defect, occurring in approximately 1 in 100 live births and being a leading cause of perinatal morbidity and mortality. Of note, approximately 25% of these defects are classified as critical, requiring immediate postnatal care by pediatric cardiology and neonatal cardiac surgery teams. Consequently, early and accurate diagnosis of CHD is key to proper prenatal and postnatal monitoring in a tertiary care setting. In this scenario, fetal echocardiography is considered the gold standard imaging ultrasound method for the diagnosis of CHD. However, the availability of this examination in clinical practice remains limited due to the need for a qualified specialist in pediatric cardiology. Moreover, in light of the relatively low prevalence of CHD among at-risk populations (approximately 10%), ultrasound cardiac screening for potential cardiac anomalies during routine second-trimester obstetric ultrasound scans represents a pivotal aspect of diagnosing CHD. In order to maximize the accuracy of CHD diagnoses, the views of the ventricular outflow tract and the superior mediastinum were added to the four-chamber view of the fetal heart for routine ultrasound screening according to international guidelines. In this context, four-dimensional spatio-temporal image correlation software (STIC) was developed in the early 2000s. Some of the advantages of STIC in fetal cardiac evaluation include the enrichment of anatomical details of fetal cardiac images in the absence of the pregnant woman and the ability to send volumes for analysis by an expert in fetal cardiology by an internet link. Sequentially, new technologies have been developed, such as fetal intelligent navigation echocardiography (FINE), also known as “5D heart”, in which the nine fetal cardiac views recommended during a fetal echocardiogram are automatically generated from the acquisition of a cardiac volume. Furthermore, artificial intelligence (AI) has recently emerged as a promising technological innovation, offering the potential to warn of possible cardiac anomalies and thus increase the ability of non-cardiology specialists to diagnose CHD. In the early 2010s, the advent of 3D reconstruction software combined with high-definition printers enabled the virtual and 3D physical reconstruction of the fetal heart. The 3D physical models may improve parental counseling of fetal CHD, maternal–fetal interaction in cases of blind pregnant women, and interactive discussions among multidisciplinary health teams. In addition, the 3D physical and virtual models can be an useful tool for teaching cardiovascular anatomy and to optimize surgical planning, enabling simulation rooms for surgical procedures. Therefore, in this review, the authors discuss advanced image technologies that may optimize prenatal diagnoses of CHDs. Full article

This review article discussed the challenges faced during the implementation of active learning methods within the traditional teaching environment at the Complutense University of Madrid. These challenges encompass interactions with colleagues, students, and the classroom itself. It is essential for educators to have confidence that the outcomes achieved through these teaching approaches will not be adversely impacted by the quality assessment system of surveys. The university should adopt a teaching quality assessment framework that differentiates between the instructor’s efficiency and the effectiveness of teaching methods. Students need to recognize the significance of developing critical thinking skills over rote memorization throughout their academic journey and understand the importance of this for their future professional development. Suggestions are also made for improving teamwork in traditional classrooms, which typically follow standard teaching methods. Full article

Anatomy education has evolved significantly with the introduction of diverse instructional techniques. This review evaluates these methods, including traditional cadaver dissection, three-dimensional (3D) model printing, virtual dissection using tools like the Anatomage table, problem-based learning (PBL), and the use of wax and plastinated models. Each approach presents unique benefits and challenges. Cadaver dissection remains invaluable for providing hands-on experience and a deep understanding of anatomical structures, although it faces ethical, logistical, and financial constraints. Wax and plastinated models offer durable, precise representations of anatomical structures without the ethical concerns associated with cadavers. Additionally, 3D printing and virtual dissection have emerged as effective supplementary tools, enhancing spatial understanding and allowing repeated practice. PBL integrates anatomical knowledge with clinical reasoning, promoting critical thinking and problem-solving skills. The main aim of this study was to gather and analyze students’ opinions on various anatomy teaching methods, while a secondary objective was to review the literature on novel and traditional approaches in anatomy education. This review emphasizes the importance of incorporating a variety of teaching methods to create a dynamic and engaging anatomy curriculum, preparing students for clinical practice. Full article