Anatomical Sciences Education最新文献

The table test is a formative, group-based assessment conducted during cadaveric dissection. The anatomy faculty at Carle Illinois College of Medicine modified its structure (redesigned table test) to include individual accountability (one question per student) and a collaborative clinical application question. This study evaluated the association between the redesigned table test and students' performance in the summative anatomy practical exam and explored students' perceptions of the revised design. Table test scores and practical exam scores from the class of 2026 (prior design) and class of 2027 (redesigned test) were compared to assess their association using linear regression. Differences in practical exam scores were analyzed using a Mann-Whitney U-test. To measure the satisfaction of the class of 2027, a 5-point Likert-scale survey was conducted to gather qualitative feedback. The class of 2027 reported high satisfaction with the redesigned table test (92%), with strong agreement that it improved accountability, motivation, and preparedness. However, practical exam performance was equal to or slightly lower for the class of 2027 relative to the prior cohort. Differences in these practical scores approached statistical significance but did not reach it (p = 0.055). Regression analyses demonstrated weak, non-significant associations between table test and practical exam scores (R² ≤ 0.024). The innovative, redesigned table test enhanced medical students' accountability, engagement, and satisfaction, but did not improve summative anatomy performance and showed limited predictive value for exam outcomes. The redesigned table test is a useful formative learning tool, but further longitudinal evaluation is needed to determine its impact.

“Recommendations of Good Practice for the Donation and Study of Human Bodies and Tissues for Anatomical Examination” issued by the IFAA, emphasize body donation with explicit consent as the ethically appropriate method for sourcing human remains. Despite these guidelines, institutional and regional practices remain inconsistent with the continuous uncertainty of the provenance of human remains in many countries. The aim of this study was to investigate the source of bodies for anatomical education in the Republic of Serbia, where at the time of the study, legislation allowed for body sourcing by both explicit and presumed consent. Institutional transparency concerning the origin of human remains and implementation of memorial practices was also assessed. A self-administered, online questionnaire, consisting of 13 questions and open-ended responses, was distributed to all five anatomy departments in Serbia. Responses indicated that all the Serbian anatomy departments utilize human remains for teaching. Four departments source bodies from the community (one exclusively by explicit consent and three by both explicit and presumed consent) and one relies on plastinated body parts. The number of bodies used for teaching in four of the departments ranges from one to fifteen per year, while only two departments currently have body donation programs. Only one department informs students about the provenance of the bodies and conducts a memorial ceremony for the donors. These findings indicate the need for more dedicated work on developing body donation programs, improving students' knowledge about donation and establishing memorial ceremonies in Serbia.

This descriptive feasibility study examined whether medical students could generate anatomically coherent digital three-dimensional (3D) models from donor dissections using a handheld surface scanner. Two second-year medical students used an Artec Space Spider scanner to generate digital 3D models of four anatomical structure groups: heart, brachial plexus, spinal cord, and celiac trunk. Anatomical accuracy was defined as the presence of expected curricular structures and quantified using structure-presence scores (proportion of expected curricular structures identifiable in each model). Reliability was evaluated by repeated scanning of the celiac trunk, and image quality was assessed by comparing grayscale histogram distributions between a digital model and its corresponding photograph. Across all anatomical structure groups, the mean structure-presence score was 0.892, indicating that most expected structures were identifiable in the student-generated models. Structure-presence scores varied by anatomical structure group, with lower scores for the brachial plexus (mean = 0.773, p = 0.021) than for the heart (p = 0.073) and spinal cord (p = 0.321). Repeat scanning of the celiac trunk reproduced all expected structures, demonstrating consistent structural capture. Grayscale histogram analysis showed reduced intensity variation in the digital 3D model relative to photography, while preserving discernible anatomical boundaries sufficient for identification. These findings suggest that medical students can generate anatomically coherent, reusable digital 3D models from donor dissections using handheld surface-scanning technology. Although surface scanning may be less effective for small or deeply situated neurovascular structures, these models may serve as manipulable resources extending access to donor anatomy beyond the laboratory.

Body donation is essential for medical education and research, supporting anatomical training and clinical competence. In Italy, national data on awareness of the legislation regulating body donation and factors shaping donation-related decisions among healthcare trainees remain limited. This study investigated knowledge of the legal framework, attitudes, and willingness for body donation among Italian medical students and residents. A two-phase mixed-methods study was conducted. In phase 1, qualitative interviews informed the development of a structured questionnaire. In phase 2, a national cross-sectional survey was carried out in 2023 using a CAWI questionnaire. Items explored exposure to body-based training, awareness of body donation and related legislation, perceived barriers and facilitators, and willingness to donate. Group comparisons and multivariable logistic regression analyses were performed. A total of 1044 participants completed the survey. Most were aware of body donation (92.8%), awareness of regulating law was limited (78.2% unaware), and public information was perceived as insufficient (69.6%). Overall, 53.8% reported willingness for body donation. Cultural and spiritual beliefs, emotional discomfort, and bureaucratic procedures emerged as major barriers. Students more often identified knowledge as a facilitator and less often viewed emotional involvement as a barrier compared with residents. In multivariable analysis, willingness to donate was negatively associated with male gender and lack of exposure or interest in body-based training. Among Italian healthcare trainees, willingness to consider body donation is high but coexists with limited legal awareness and persistent social barriers. Educational strategies within healthcare training contexts may support informed decision-making and greater engagement.

Congenital heart disease challenges spatial understanding. 3D printed cardiac models are increasingly used, but randomized quantitative evidence remains limited. This review and meta-analysis evaluated their effectiveness for teaching congenital heart anatomy. PubMed, Embase, Scopus, and Web of Science were searched through November 12, 2025. RCTs comparing 3D-printed cardiac models with conventional instruction were included. The primary outcome was objective knowledge performance. SMDs were pooled using random-effects REML models. Risk of bias was assessed with RoB 2 and the certainty of evidence evaluated with GRADE. Six RCTs met the inclusion criteria; five RCTs (n = 228 participants) contributed data to the primary meta-analysis. The use of 3D-printed cardiac models significantly improved objective post-intervention knowledge performance compared with conventional instructional methods (SMD = 0.62; 95% CI, 0.21–1.02; p = 0.003; I² = 53.2%), corresponding to a moderate effect size according to Cohen's conventional interpretation. Because of the small number of eligible trials, subgroup analyses were not interpreted as confirmatory, and subjective educational outcomes were summarized cautiously rather than used to support the primary conclusion. The certainty of evidence for objective knowledge performance was rated as moderate using the GRADE approach, mainly due to risk-of-bias concerns and imprecision. The use of 3D-printed cardiac models was associated with moderate improvements in objective learning of congenital heart anatomy compared with conventional teaching approaches. However, the small evidence base, methodological limitations, and short-term nature of most assessments support a cautious interpretation. These models may be considered adjunctive educational tools, but larger randomized trials using standardized outcomes and longitudinal follow-up are needed.

The study of human anatomy is foundational to education and research in the anatomical and health sciences. In 2012, the International Federation of Associations of Anatomists (IFAA) first published Recommendations to promote ethical practice in the acquisition of human remains for this purpose. In the intervening period, increased awareness of contemporary ethical issues and challenges in the discipline have made revision necessary. These revised Recommendations update and expand prior guidance to reflect evolving sociocultural expectations and technological developments, including revisions that address new concerns such as the international transfer of human remains. The 2026 Recommendations, developed by the Federative International Committee for Ethics and Medical Humanities (FICEM) of the IFAA, provide an updated framework to assist institutions in strengthening or establishing body donation programs to meet contemporary international ethical expectations. They also acknowledge that institutions may acquire human remains through avenues other than body donation programs, incorporating guidance around multiple aspects of good practice where use of human remains occurs. Through the use of these revised Recommendations, it is hoped the global anatomy community can continue to develop and apply ethical practices while promoting and supporting the sustainable use of human remains in anatomical education and research.

We very much appreciate the Letter to the Editor by Dr. Hassanzadeh and his colleagues¹ and their positive assessment of our overview outlining the current state of global anatomical science education that was published in the 2026 January issue of Anatomical Sciences Education.² The authors of the letter bring up two valid points. Including West Asian/Middle Eastern countries such as Iran in the South Asia segment was an organizational choice to keep our manuscript manageable and organized. This classification was not intended to imply a shared geographic, cultural, historical, or educational identity across the countries discussed in that and other sections. As we are pointing out in our manuscript, there are considerable differences in how the anatomical sciences are taught within continents and often within single countries. With over 210 different countries and territories recognized by the United Nations,^{3, 4} it was beyond the scope of our review to report details about anatomical education for more than a few selected examples.

We are glad that the authors added more information about the status of anatomical education in Iran. Persia, now Iran, has been an important contributor to the anatomical sciences for more than a millennium, and without Persian and Arab scholars during the Islamic Golden Age, like Abu Bakr al-Razi aka Rhazes, Ibn Sina aka Avicenna, Mansur ibn Ilyas Shirazi, and others, a lot more anatomical knowledge from antiquity might have been permanently lost.^{5, 6} As Dr. Hassanzadeh and colleagues are pointing out in their letter, this pioneering legacy now extends to the educational system in present day Iran.^7-9

Also, we tried to include references to non-English language publications in our review whenever that was possible. Not having a Persian/Farsi-speaking author on our team, we were limited in evaluating this segment of the published literature. There are likely to be more non-English language publications featuring anatomical education that were not mentioned in our overview. This should be a call to action for colleagues in those countries to add missing pieces to our review by submitting a letter to the editor or a full manuscript. In addition, education in the anatomical sciences is an ever-changing topic and our snapshot findings will need updates in the future.

M.H.: conceptualization of the manuscript and original draft. The other authors performed reviews and editing, as well as approved the final version of the manuscript.

This work received no funding.

The authors declare no conflict of interest.

No Artificial Intelligence (AI) tools were used for the generation of this manuscript.

Data sharing not applicable to this article as no datasets were generated or analysed during the current study.

Anatomy is a demanding subject due to the complex nature of anatomical structures and intricate terminology, placing high cognitive demands on students. These challenges can lead to cognitive overload, hindering retention, comprehension, and the ability to integrate anatomical knowledge into clinical practice. Cognitive Load Theory (CLT) provides a structured framework to optimize instructional strategies, reducing unnecessary cognitive burden while enhancing learning efficiency and student engagement. Although the principles of CLT have been explored in anatomy education for over two decades, their systematic integration into routine instructional practice remains limited. This short communication therefore aims to bridge the gap between theory and practice by demonstrating how CLT principles can be effectively translated into day-to-day anatomy teaching and learning strategies. This paper highlights key cognitive load challenges in anatomy education and presents evidence-based strategies to improve retention and understanding. Practical applications, including lecture-based, work-based, and online anatomy practical approaches, are explored with insights from research. Additionally, the role of cognitive load measurement as a quality improvement tool is discussed. CLT's potential in shaping the future of anatomy instruction through artificial intelligence, virtual reality, mixed reality, and transdisciplinary research is also considered. By integrating CLT-informed strategies, educators can foster deeper learning experiences and improve students' ability to apply anatomical knowledge effectively.