Application of anatomical knowledge is an essential component of both clinical practice and medical education. Within dissection room-based practicals, game-based learning was introduced to a first-year undergraduate medicine session and designed to creatively engage students, cement understanding of the embryological subdivisions of the gastrointestinal tract, and encourage association with clinical acumen. A novel interactive card game established from the number game Sudoku was constructed to incorporate both practical-specific and wider course learning objectives. 81 laminated cards were created to depict anatomical features, gastrointestinal symptoms, abdominal examination components, and sites of referred pain. Students were given a 9 × 9 square base to organize these cards into rows, columns, and boxes so that each contained three foregut, midgut, and hindgut features. An internal challenge was inserted within the game to inspire participation, which bolded the first letter of several cards to spell out the word "digestive". Teams submitted their entries as a group, and a winner was randomly selected from the correct answers. The winning teams earned a low-stakes but appropriate prize-a packet of chocolate digestive biscuits. Highlights of this resource include the reproducibility and sustainability of the format, which required minimal setup and equipment. On a local level, valuable insights were gained into student social dynamics and their effects on engagement. Observed competitive behaviors inspired reflections around professionalism and motivational factors within a largely formative learning landscape. Recommendations for future implementation of this resource explore its use among other anatomical systems and delivery across varied cohorts.

Digital media have reshaped anatomy education through the integration of virtual three-dimensional models. Techniques such as surface scanning, enable the development of highly photorealistic anatomical models; however, evidence regarding whether increased realism enhances learning outcomes remains mixed. Progress in this research area is further impeded by inconsistent conceptualizations of "realism." The present study examined the effects of geometric detail and shading in virtual pelvic models on anatomy knowledge, cognitive load, and motivation. Participants were randomly allocated to one of two learning conditions: (i) models with detailed geometry and texture shading (DGTS) or (ii) models with simplified geometry and simplified shading (SGSS). Baseline assessments included prior anatomical knowledge, spatial ability, and autonomous motivation. Learning outcomes were evaluated using cadaveric pelvic bones and prosections, assessing multiple cognitive levels as defined by the Blooming Anatomy Tool. Cognitive load was measured using the Paas scale, while autonomous motivation was assessed with the Academic Motivation Scale (Vallerand). No significant differences in anatomy knowledge acquisition were observed between the two conditions. However, spatial ability significantly interacted with posttest performance (r = 0.26, p < 0.01), with a stronger relationship in the DGTS condition (r = 0.29, p < 0.05), suggesting a trend toward greater dependency on spatial ability when learning with the detailed model. However, this difference between groups did not reach statistical significance. No group differences emerged for cognitive load or motivation. These findings indicate that increased realism alone does not guarantee improved educational effectiveness and highlight the importance of considering individual cognitive differences in instructional design.

A recent trend in healthcare education has been the increasing emphasis on the development of humanism and empathy in students. Within anatomy education, some institutions have implemented curricular innovations such as donor non-anonymization to facilitate this development. This systematic review aims to evaluate the existing literature on donor non-anonymization, with a particular focus on its potential humanistic and educational impacts on students. A comprehensive search was conducted across eight databases on the 27th of June 2024, yielding 3516 studies after duplicate removal. Following a two-stage screening process and independent review, 11 studies met inclusion criteria. These were assessed for quality using the Medical Education Research Study Quality Instrument and the Critical Appraisal Skills Programme Qualitative Checklist. Given the qualitative nature of the data, a thematic analysis was conducted, identifying three overarching themes: students' emotional responses, reciprocity to the community and empathy, and the impact of non-anonymization on learning. Of the included studies, nine were deemed high quality, one medium, and one low quality and were weighed accordingly during analysis. Overall, non-anonymization was associated with positive outcomes, including greater emotional engagement, enhanced empathy, and deeper motivation to learn. Optional participation in non-anonymization anatomy programs appeared beneficial for accommodating varied emotional responses among students. However, due to limitations of included studies and potential cultural variability, findings should be interpreted with caution. Further longitudinal research is needed to better understand the long-term educational and professional impacts of donor non-anonymization in anatomy education.

Educating clients and teaching and mentoring colleagues are crucial yet underappreciated elements of a veterinarian's professional duties. Unfortunately, veterinary curricula rarely explicitly aim to encourage students to develop effective teaching practices. This study describes a novel 1- to 2-week immersive anatomy education extramural studies (EMS) placement, designed to allow fourth- and fifth-year veterinary medicine students to experience teaching within a professional environment. This study aimed to evaluate the experiences of undergraduate veterinary medicine students and support staff engaged in this opportunity, with a view to exploring the holistic benefits of an anatomy education professional work placement. During 2023-24, 8 students and 4 members of support staff took part in semi-structured online interviews to explore their placement experiences. Thematic analysis using a grounded theory approach resulted in four themes: Quality Learning, Professional Development, A Safe Space for Personal Development, and The Vet as Teacher. Students were engaged in self-directed, active and experiential learning, reported enhanced intrinsic motivation for learning, and improved appreciation of the clinical relevance of anatomy. Students developed professional skills, including multiple aspects of communication, and enhanced awareness of diversity. The placement allowed students to develop personal attributes such as self-efficacy, intellectual humility and uncertainty tolerance in a supportive, safe space. Students strongly identified with the role of a veterinarian as an educator. Consideration should be given to creating formal supported opportunities for students to be actively involved in educating others to enhance student awareness of this crucial professional responsibility and support the development of those necessary skills.

Rural regions face disproportionately high healthcare workforce shortages, driven in part by limited exposure to health sciences and minimal awareness of healthcare career pathways. This study evaluated whether introduction to anatomy and pathology content, delivered by medical students, could increase rural high school students' interest in these subjects and in pursuing healthcare careers. A one-group pretest-posttest preexperimental study was conducted with rural South Dakota high school students enrolled in mandatory biology courses. Weekly lessons covering anatomy, pathology, and related physician specialties were delivered live by medical students in-person, hybrid, or online. Students could request topics of personal interest. Unpaired pre- and postsurveys measured changes in anatomy and pathology interest, healthcare career interest, and postgraduation plans. Of 168 presurvey respondents, 155 completed the postsurvey. Reported prior anatomy exposure significantly increased from 33% to 50% (χ2 = 8.84, p = 0.0029). Average anatomy and pathology interest increased slightly (6.43 to 6.52, p = 0.74), while healthcare career interest rose minimally from 44% to 46% (p = 0.84). Postgraduation plans showed no significant change (χ2 = 0.339, p = 0.844). Qualitative feedback reflected strong engagement, enthusiasm for hands-on activities, and perceived personal relevance. Although the program significantly increased reported anatomy exposure and generated strong engagement, measurable changes in subject-specific or career interest were minimal. An anatomy and pathology-focused intervention is unlikely to influence workforce trends on its own but may serve as a feasible, well-received foundation for more sustained or broadened rural healthcare pipeline initiatives.

Embryology is an integral part of anatomy and a key subject in basic medical education. The development of the sexual tract, which is closely associated with the formation of the urinary tract and the organs of continence, is particularly complex and relevant for many medical disciplines. Medical students are expected to understand the developmental steps from the homologous anlagen to the sexually mature individual. Modern teaching includes the understanding that sexual development may display a remarkable degree of diversity. This, however, remains to be fully integrated into modern embryology education. To support this, in the present discursive article, we suggest competencies that are based on general objectives within the PROFILES framework (which has been established for Swiss medical curricula), and that we consider relevant for understanding homologies and sex-specific differentiation steps. The article furthermore showcases modern aspects, particularly the current clinical classification and terminology of variants/differences of sexual development, which should be integrated into modern medical embryology education of the urogenital tract. Finally, some practical recommendations are provided for medical educators on how to incorporate these aspects in their embryology teaching. By focusing on developmental homologies, differentiation steps, and clinical relevance, anatomy teaching can both meet the expectations of the modern curriculum and foster a more inclusive, accurate understanding of human sexual development.

Neuroimaging plays a central role in modern neuroanatomy education and neurological diagnosis, yet its roots trace back to the foundational era of X-ray technology. This article examines the historical trajectory of early X-ray methods, with particular focus on the pioneering, though often overlooked, contributions of Johann Puluj. Although early X-rays could not image the brain or spinal cord, they enabled detailed imaging of the skull and vertebral column, structures essential to neuroanatomical understanding. Puluj's innovations, including the use of an inclined anticathode, led to high-quality skeletal radiographs, such as the first published full-body X-ray of a stillborn infant taken on February 2, 1896, and published in the Prague newspaper on February 11 and in a British professional journal in April of the same year. These images laid the groundwork for radiographic anatomy and served as early teaching tools in medical education. By correlating skeletal changes with neurological conditions such as increased intracranial pressure, neurofibromatosis, or congenital malformations, plain radiographs established the early logic of clinical neuroimaging. The conceptual frameworks they introduced for understanding neuroanatomy, for teaching its principles, and for applying them in clinical practice were subsequently expanded by the advent of more advanced dynamic radiographic techniques. Recognizing Puluj's pioneering contributions to the history of X-ray discovery not only restores accuracy to the scientific record but also emphasizes the lasting educational significance of early imaging practices. This study highlights the importance of incorporating historical perspectives into neuroanatomy curricula to enrich learners' appreciation of modern imaging techniques and their foundational origins.

The purpose of this study was to explore the perspectives of Australian educators on using augmented reality (AR) as a method for learning human anatomy in the undergraduate health sciences. This will determine the current value of AR and guide future research and development. This prospective qualitative study used a mixed-methods approach to gain detailed feedback from 10 anatomy educators at Curtin University. Educators interacted with mobile AR using an iPad and the Complete Anatomy application. A survey measured perceived usability through the System Usability Scale (SUS) and used Likert-scale responses and short-answer questions to determine educators' perspectives of AR. The SUS measured a mean usability score of 58.25, SD ± 15.41 (95% CI: 47.22, 69.28), translating to a 'D' grade. Educators demonstrated positive perspectives of new technology but found that AR presented more challenges than benefits. Recommendations focused on overcoming hardware difficulties and ensuring in-depth educational content with reference to the cadaveric study. Mobile AR does not currently hold substantial value for anatomy education; however, the benefits of AR may be optimized using a head-mounted display. Future research must consult all potential stakeholders to critically define how AR will provide measurable value for anatomy education.