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CONTEXT: Since William Garner Sutherland's inception of osteopathic cranial manipulative medicine (OCMM), osteopathic physicians have practiced with the knowledge that cranial sutures exhibit motion. We hypothesize that the complexity of suture interdigitation in humans may provide clues to elucidate the concept of OCMM. OBJECTIVES: We compared the interdigitation of sagittal, coronal (left and right), and lambdoid (left and right) sutures in computed tomography (CT) scans of humans and five nonhuman primate species (Gorilla gorilla, Pongo pygmaeus, Pan troglodytes, Hylobates lar, and Nasalis larvatus). METHODS: Human ages are evenly distributed between 10 and 65 years of age, with an equal number of males (n=16) and females (n=16) in the sample. Nonhuman primates are all females, and the sample includes juveniles (n=6) and adults (n=34). Sutures were evaluated on a scale ranging from 0 to 3 (0: fused sutures; 1: no interdigitation; 2: low complexity; and 3: representing the highest degree of interdigitation and complexity). RESULTS: Based on ordinary least squares linear regression, we found no significant relationship between suture interdigitation and age in humans. Chi-square tests were utilized to assess sex differences within humans, species-level differences, and differences between humans and nonhuman primates across all five sutures. Humans exhibited a statistically significant greater degree of suture complexity than all five nonhuman species across all five sutures. CONCLUSIONS: These findings indicate that human suture interdigitation is more complex than their closest living relatives (African apes) and other primates (Asian monkeys and apes). We theorize that this would enable subtle movement and serve to transmit forces at the cranial sutures from dietary or ethological behaviors, similar to the pattern observed in other mammals. While humans have a softer diet compared to other living primates, the uniqueness of human craniofacial growth and extended developmental period could contribute to the necessity for complex cranial sutures. More studies are needed to understand variation in human and nonhuman sutural complexity and its relationship to cranial motion.

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El propósito de esta investigación fue comprender las dificultades y necesidades para el aprendizaje de las ideas principales de la Anatomía Macroscópica Humana AMH. Se investigó un grupo de 90 estudiantes de segundo semestre del programa académico de Medicina y Cirugía de una Universidad pública, quienes se encontraban cursando la asignatura de Anatomía Macroscópica Humana I, para ello se tuvo en cuenta el modelo del conocimiento pedagógico del contenido PCK que incluye el conocimiento de los estudiantes, de su comprensión de la AMH, se realizó una observación participante de las clases teóricas y prácticas durante 16 semanas, llevando a cabo los registros de la observación en diario de campo y se obtuvo material audiovisual. Posteriormente se elaboró un índice analítico, se transcribió la información, todos los documentos fueron analizados por medio del software para análisis ATLAS.ti. Se encontraron aspectos de la enseñanza que dificultan el aprendizaje, como son la metodología de enseñanza, la gran cantidad de contenido abordado en la asignatura, la dificultad en la comprensión de las descripciones y complejidad de la ubicación espacial de las piezas anatómicas, la dificultad para encontrar una metodología de estudio apropiada y la falta de concentración durante las clases. El comprender la complejidad del proceso de aprendizaje puede favorecer la planeación y desarrollo de la enseñanza y la evaluación.

SUMMARY: The purpose of this research was to understand the difficulties and needs for learning the main ideas of Human Macroscopic Anatomy AMH. A group of 90 students from the second semester of the academic program of Medicine and Surgery of a public University were investigated, who were studying the subject of Human Macroscopic Anatomy I, for this the model of pedagogical knowledge of the PCK content that includes the knowledge of the students, their understanding of the AMH, a participant observation of the theoretical and practical classes was carried out for 16 weeks, keeping records of the observation in a field diary, and audiovisual material was obtained. Subsequently, an analytical index was prepared, the information was transcribed, all documents were analyzed using the ATLAS.ti analysis software. Aspects of teaching that hinder learning were found, such as the teaching methodology, the great amount of content addressed in the subject, the difficulty in understanding the descriptions and complexity of the spatial location of the anatomical pieces, the difficulty in finding an appropriate study methodology and the lack of concentration during classes. Understanding the complexity of the learning process can favor the planning and development of teaching and assessment.

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SUMMARY: Human Anatomy is the first medical specialization course for students of clinical medicine and cultivates the virtues of medical students, helping them to establish the humanitarian values. Therefore, integrating humanistic values education into the course of human anatomy is crucial. In anatomy courses for clinical students, online previews, group-based clinical problem- based learning, and theoretical lectures are used in anatomical education which is integrated with extracurricular activities for the education of human values, such as classical medical stories, group-based humanistic value cultivation, a memorial ceremony for "silent mentors", the morphological drawing and basic experimental skills competitions, and public welfare activities. After a year of implementation and investigation analysis, it was shown that students had a higher willingness to participate in the curriculum activities in this blended learning system, and these activities could stimulate students' interest in learning, which is beneficial to the cultivation of professional and humanistic values.

Anatomía Humana es el primer curso de especialización médica para estudiantes de medicina clínica y cultiva las virtudes de los estudiantes de medicina, ayudándolos a establecer los valores humanitarios. Por lo tanto, es crucial integrar la educación en valores humanísticos en el curso de anatomía humana. En los cursos de anatomía para estudiantes clínicos se utilizan avances en línea, aprendizaje grupal basado en problemas clínicos y conferencias teóricas en la educación anatómica que se integra con actividades extracurriculares para la educación de los valores humanos, como historias médicas clásicas, humanísticas grupales, cultivo de valores, una ceremonia en memoria de los "mentores silenciosos", concursos de dibujo morfológico y habilidades experimentales básicas, y actividades de bienestar público. Después de un año de implementación y análisis de investigación, se demostró que los estudiantes tenían una mayor disposición a participar en las actividades curriculares en este sistema de aprendizaje combinado, y estas actividades podrían estimular el interés de los estudiantes en el aprendizaje, lo que es beneficioso para el cultivo de habilidades profesionales y valores humanistas.

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La presente investigación documental con diseño bibliométrico pretender caracterizar la producción científica del Dr. Hugo Ariel Hernández-Parada, fundador del actual Instituto de Anatomía, Histología y Patología de la Universidad Austral de Chile (UACh). Por medio de la búsqueda electrónica en seis bases de datos se identificaron 42 estudios (41 artículos y 1 tesis), cuyo análisis bibliométrico determinó que su quehacer dentro de la investigación en el campo de la Anatomía Humana estuvo centrado en el estudio del Sistema Nervioso Autónomo, seguida del Sistema Nervioso Periférico, Miología y Anatomía de cabeza y cuello. La mayoría de sus obras fueron realizadas en muestras humanas (fetos), publicadas en idioma español, en revistas chilenas, y como autor principal en 41 de los 42 registros encontrados. Por medio de esta investigación, se pretende recordar y rendir homenaje a este destacado anatomista, cuya obra contribuyó al desarrollo y difusión de la Anatomía Humana en Chile.

SUMMARY: This documentary research via bibliometric design, aims to characterize the scientific contribution of Dr. Hugo Ariel Hernández-Parada, the founder of the current Institute of Anatomy, Histology and Pathology of the Universidad Austral de Chile (UACh). An electronic search was carried out in six databases, 42 studies (41 articles and 1 thesis) were identified. Their bibliometric analysis determined that the work of these research studies in the field of Human Anatomy was focused on the study of the Autonomous Nervous System, followed by the Peripheral Nervous System, Myology and Anatomy of the head and neck. Most of his works were carried out on human samples (fetuses), published in Spanish in Chilean science journals, and as the main author in 41 of the 42 records found. Through this research, it is intended to remember and offer tribute to this outstanding anatomist, whose work contributed to the development and diffusion of human anatomy in Chile.

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Supplemental instruction (SI) confers student success, as represented by grades, knowledge retention, and student engagement. However, studies often report professional, not undergraduate, program findings. To measure these effects, students studying human anatomy at a university in Ontario, Canada, attended structured (peer-assisted) or unstructured (nonpeer-assisted) SI sessions and completed a pre-/post-survey. Fifty-eight learners (39 systems (SYS) and 19 musculoskeletal (MSK) anatomy) completed both surveys and had responses analyzed. Both cohorts, maintained initial perceptions across pre-/post-analyses (MSK p = 0.1376 and SYS p = 0.3521). Resource usage was similar across both cohorts with discrepancies in skeletal model and textbook use. No MSK learner ranked any lab resources as "not at all useful." MSK learners felt more prepared to write a graded assessment (p = 0.0269), whereas SYS learners did not (p = 0.0680). Stratification of learners in MSK and SYS revealed learners spending between 30 and 60 min in SI sessions during the study period had the highest grades compared to students who spent less than 30 (p = 0.0286) or more than 60 (p = 0.0286) min attending SI sessions, respectively. Most learners in MSK (89.4%) and SYS (66%) concluded that they preferred structured over unstructured SI. Sentiment/thematic analysis using a generative AI-driven large language model revealed learners held positive perceptions of SI, emphasizing structured learning, resources, personalized learning, and support offered as the most prevalent themes surrounding SI. Ultimately, this study provides evidence that supports SI for improving student outcomes related to perceived preparedness for completing assessments and preferred teaching/learning styles in undergraduate human anatomy.

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BACKGROUND: Effective teaching methods are needed to improve students' abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students' learning outcomes and satisfaction in echocardiography education. METHODS: The study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching. RESULTS: Both groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness. CONCLUSIONS: Simulation of sectional human anatomy using ultrasound may improve students' understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students' learning outcomes and its integration into the medical curriculum. TRIAL REGISTRATION: http://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023).

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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.

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BACKGROUND: 3D visualization technology applies computers and other devices to create a realistic virtual world for individuals with various sensory experiences such as 3D vision, touch, and smell to gain a more effective understanding of the relationships between real spatial structures and organizations. The purpose of this study was to comprehensively evaluate the effectiveness of 3D visualization technology in human anatomy teaching/training and explore the potential factors that affect the training effects to better guide the teaching of classroom/laboratory anatomy. METHODS: We conducted a meta-analysis of randomized controlled studies on teaching human anatomy using 3D visualization technology. We extensively searched three authoritative databases, PubMed, Web of Science, and Embase; the main outcomes were the participants' test scores and satisfaction, while the secondary outcomes were time consumption and enjoyment. Heterogeneity by I² was statistically determined because I²> 50%; therefore, a random-effects model was employed, using data processing software such as RevMan, Stata, and VOSviewer to process data, apply standardized mean difference and 95% confidence interval, and subgroup analysis to evaluate test results, and then conduct research through sensitivity analysis and meta-regression analysis. RESULTS: Thirty-nine randomized controlled trials (2,959 participants) were screened and included in this study. The system analysis of the main results showed that compared with other methods, including data from all regions 3D visualization technology moderately improved test scores as well as satisfaction and enjoyment; however, the time that students took to complete the test was not significantly reduced. Meta-regression analysis also showed that regional factorsaffected test scores, whereas other factors had no significant impact. When the literature from China was excluded, the satisfaction and happiness of the 3D virtual-reality group were statistically significant compared to those of the traditional group; however, the test results and time consumption were not statistically significant. CONCLUSION: 3D visualization technology is an effective way to improve learners' satisfaction with and enjoyment of human anatomical learning, but it cannot reduce the time required for testers to complete the test. 3D visualization technology may struggle to improve the testers' scores. The literature test results from China are more prone to positive results and affected by regional bias.

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Aprendizajes en anatomía humana tradicionalmente han sido evaluados a través del reconocimiento de estructuras anatómicas. A pesar de su popularidad, pueden tener un componente subjetivo y memorístico. El Examen Práctico Objetivo Estructurado (EPOE) se ha presentado como una manera más global de evaluación. El objetivo de este estudio fue evidenciar el efecto en el rendimiento académico tras la implementación del EPOE en pasos prácticos. En el estudio 2312 estudiantes fueron divididos: Metodología Tradicional (n=1155) y Metodología EPOE (n=1157). A su vez, los estudiantes fueron identificados según carrera: Enfermería (n=1182); Fonoaudiología (n=185); Kinesiología (n=514) y Terapia Ocupacional (n=431). Se mantuvieron las condiciones de la asignatura en ambos grupos con tres evaluaciones prácticas. Se analizaron las calificaciones obtenidas. Evaluaciones 1 y 2 no presentaron diferencias entre grupos. Evaluación 3, que evaluó sistema nervioso, mostró disminución significativa de 0,5 puntos en el grupo EPOE. El factor tipo de metodología resultó ser significativo en evaluación 3 (p < 0,001; h2p = 0,029) y promedio de las 3 evaluaciones (p < 0,029; h2p = 0,002). El factor carrera resultó ser significativo para las tres evaluaciones. La interacción de ambos factores no mostró significancia estadística. El análisis post hoc mostró diferencias significativas entre estudiantes de Enfermería con las demás carreras, ya que obtuvieron mejores calificaciones en todas las evaluaciones (p < 0,05). Metodología EPOE no produjo drásticos cambios en el rendimiento académico de los estudiantes y tiene un amplio potencial de desarrollo por su naturaleza de evaluación integral no invasiva ni traumática. Se debe considerar la naturaleza de los contenidos en el diseño de la metodología de enseñanza-aprendizaje y en la metodología de evaluación, alineando a nivel microcurricular estos aspectos fundamentales de la formación de nuevos profesionales de la salud.

SUMMARY: Learning in human anatomy has traditionally been assessed by recognizing anatomical structures. Despite their popularity, they can have a subjective component. The Objective Structured Practical Examination (EPOE) has been presented as a more global way of assessment. The aim of this study was to demonstrate the effect on academic performance after the implementation of the EPOE in practical activities. In this study 2312 students were divided into Traditional Methodology (n=1155) and EPOE Methodology (n=1157). In turn, students were identified according to career: Nursing (n=1182), Speech Therapy (n=185), Physical Therapy (n=514), and Occupational Therapy (n=431). Subject conditions were maintained in both groups with three practical evaluations. The grades obtained were analyzed. Assessments 1 and 2 showed no differences between groups. Evaluation 3, which evaluated the nervous system, showed a significant decrease of 0.5 points in the EPOE group. The type of methodology factor was significant in evaluation 3 (p < 0.001; ?2p = 0.029) and the average of 3 evaluations (p < 0.029; ?2p = 0.002). The career factor was significant for all three evaluations. The interaction of both factors did not show statistical significance. The post hoc analysis showed significant differences between nursing students and the other careers since they obtained better scores in all evaluations (p < 0.05). EPOE methodology did not produce drastic changes in students' academic performance and had a broad potential for development due to its non-invasive and non-traumatic comprehensive assessment nature. The nature of the contents should be considered in the design of the teaching-learning methodology and the evaluation methodology, aligning at the micro-curricular level with these fundamental aspects of training new health professionals.

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Body donation is the act of giving one's body to science for study, practice, and research. This selfless act contributed to the education and training of professionals in the field of medicine. Body donation programs allow medical students to learn about the different aspects of human anatomy, perfect their dissection skills, and develop a better understanding of the relationship between structure and function in the human body. The purpose of article is to improve body donation programs which meet ethical standards and best practices. This article emphasizes the significance of body donation to teaching medical institutions by discussing various aspects of body donation to medical colleges in India and the procedural steps followed, sample proformas and the obstacles faced during the whole process. The process of body donation varies among different countries pertaining to their legal frameworks and the challenges faced. A description of the problems faced in the process of body donation has been discussed with suggestions for potential solutions in this section. The sample formats of the forms filled by donors and the certificates issued by concerned organizations are also provided to clearly understand the process of body donation. The information compiled will pave the way for medical teaching institutions that have yet to start a body donation program.

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The field of forensic anthropology is characterised by its ongoing development and growth. Forensic anatomy is a burgeoning discipline that focuses on the analysis and identification of both preserved and unpreserved human body parts, both in deceased individuals and the living. This subject plays a crucial role in establishing the four key factors of forensic anthropology, namely sex, age, race, and height. The objective of this research endeavour was to evaluate the significance of anatomical information in the process of forensic age estimation. The researchers established the inclusion criteria in accordance with the globally recognised Population, Intervention, Comparison, Outcome (PICOS) framework, as advised by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The research included many methodologies in order to ascertain the age. Upon conducting a comprehensive review of the existing literature pertaining to anatomical knowledge in the field of forensic age estimate, we have identified many notable applications. These include the utilisation of various anatomical features such as the dental pulp chamber, fingerprints, acetabulum, sternal end of the fourth rib, as well as hand and wrist bones for the purpose of age estimation. It is important for anatomists and other forensic scientists to engage in collaborative efforts to facilitate the exchange of ideas and ensure thorough investigations. This cooperation is particularly crucial in areas where anatomical sciences play a significant role in forensic science and investigation. Nevertheless, in order to mitigate the potential for estimating error, it is still advisable to use a multi-factorial evaluation approach that involves examining many body areas.

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Anatomical education is pivotal for medical students, and innovative technologies like augmented reality (AR) are transforming the field. This study aimed to enhance the interactive features of the AEducAR prototype, an AR tool developed by the University of Bologna, and explore its impact on human anatomy learning process in 130 second-year medical students at the International School of Medicine and Surgery of the University of Bologna. An interdisciplinary team of anatomists, maxillofacial surgeons, biomedical engineers, and educational scientists collaborated to ensure a comprehensive understanding of the study's objectives. Students used the updated version of AEducAR, named AEducAR 2.0, to study three anatomical topics, specifically the orbit zone, facial bones, and mimic muscles. AEducAR 2.0 offered two learning activities: one explorative and one interactive. Following each activity, students took a test to assess learning outcomes. Students also completed an anonymous questionnaire to provide background information and offer their perceptions of the activity. Additionally, 10 students participated in interviews for further insights. The results demonstrated that AEducAR 2.0 effectively facilitated learning and students' engagement. Students totalized high scores in both quizzes and declared to have appreciated the interactive features that were implemented. Moreover, interviews shed light on the interesting topic of blended learning. In particular, the present study suggests that incorporating AR into medical education alongside traditional methods might prove advantageous for students' academic and future professional endeavors. In this light, this study contributes to the growing research emphasizing the potential role of AR in shaping the future of medical education.

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La presente revisión narrativa propone caracterizar las estrategias didácticas actualmente utilizadas en el Instituto de Anatomía, Histología y Patología (IAHP) de la Universidad Austral de Chile (UACh), para la enseñanza-aprendizaje de la anatomía humana en los alumnos de las escuelas de Enfermería, Kinesiología, Medicina, Obstetricia y Puericultura, Odontología y Terapia Ocupacional de su Facultad de Medicina. Se listan las diversas estrategias didácticas implementadas y se explica la manera en que se han venido aplicando en esta institución a fin de perfeccionar la enseñanza anatómica, considerando los retos y desafíos que demandan las generaciones actuales de estudiantes y la dinámica del mundo contemporáneo.

This narrative review aims to describe the didactic strategies currently employed by the Institute of Anatomy, Histology, and Pathology at the Universidad Austral de Chile (UACh) for teaching Human Anatomy to students in the Nursing, Kinesiology, Medicine, Obstetrics and Childcare, Dentistry, and Occupational Therapy programs of its Faculty of Medicine. The implemented teaching strategies for improving anatomical teaching in this institution are listed and explained, considering the challenges posed by current generations of students and the dynamics of the contemporary world.

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PURPOSE: The biceps brachii muscle (BBM) is a large and thick muscle on the ventral portion of the upper arm. The scientific literature reports the existence of extra heads. OBJECTIVE: The present work investigated the frequency of occurrence of BBM accessory head(s) in four different Anatomy Laboratories at universities in Northeast Brazil. MATERIAL AND METHODS: Once the upper limbs with an anatomical variation of the BBM heads were identified, the accessory head was evaluated for morphometric characterization (the length, width, and thickness). RESULTS: The sample consisted of 249 upper limbs and the outcomes were 26 members with BBM accessory heads (10.44% of the total sample). Among the 26 members studied was found a single accessory head in 22 (84.62%), two accessory heads in 3 (11.54%), and three accessory heads in 1 (3.85%). BBMs with one, two, and three accessory heads were found, with different origins. The average length, width, and thickness of these accessory heads were 169.39mm, 10.25mm, and 3.39mm, respectively. CONCLUSION: The frequency of BBM accessory heads in a population of northeastern Brazil in this cadaveric study was 10.44%.

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Learning human anatomy is essential for Doctor of Physical Therapy (DPT) education. Body donors are traditionally utilized to understand content, but in a hybrid learning environment, students have limited time to use body donors. To improve body donor access and learning, we created online synchronous pre-body donor activities. The impact of these online strategies on students' subsequent exams and final grade were investigated in a non-randomized, observational study. These activities were hypothesized to positively influence students' anatomy performance. In a 16-week semester, DPT students (case [n = 91], control [n = 22]) participated in a hybrid program of asynchronous/synchronous online learning and two in-person immersions. Measures included student course grades and teaching surveys. Spearman's rho correlations analyzed the relationship between four pre-body donor quizzes to body donor exams, written exams, and final course grade. Mann-Whitney U tests assessed differences in grades between cohorts. A linear regression model examined the influence of pre-body donor quizzing on exams/final grades. Correlation tests revealed a strong relationship between the average pre-body donor quiz score and both the first written exam and final course grade (p = 0.0001). The case group achieved significantly higher scores than the control group on the first in-person body donor exam (p = 0.011), the second written exam (p = 0.0001), and the final grade (p = 0.004). The pre-body donor quizzes predicted performance on the subsequent in-person body donor exams, written exams, and the final grade. Implementation of online pre-body donor learning activities was associated with increased academic performance among hybrid DPT students and may aid in learning anatomy concepts for clinical practice.

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In anatomical research and education, three-dimensional visualization of anatomical structures is crucial for understanding spatial relationships in diagnostics, surgical planning, and teaching. While computed tomography (CT) and magnetic resonance imaging (MRI) offer valuable insights, they are often expensive and require specialized resources. This study explores photogrammetry as an affordable and accessible approach for 3D modeling in anatomical contexts. Two photogrammetry methods were compared: conventional open-source software (Colmap) and Apple's RealityKit Object Capture. Human C3 vertebrae were imaged with a 24 MP camera, with and without a cross-polarization filter. Reconstruction times, vertex distances, surface area, and volume measurements were compared to CT scans. Results revealed that the Object Capture method surpassed the conventional approach in reconstruction speed and user-friendliness. Both methods exhibited similar vertex distance from reference mesh and volume measurements, although the conventional approach produced larger surface areas compared to CT-based models. Cross-polarization filters eliminated the need for pre-processing and improved outcomes in challenging lighting conditions. This study demonstrates that photogrammetry, especially Object Capture, as a reliable and time-efficient tool for 3D modeling in anatomical research and education. It offers accessible alternatives to traditional techniques with advantages in texture mapping. While further validation of various anatomical structures is required, the accessibility and cost-effectiveness of photogrammetry make it a valuable asset for the field. In summary, photogrammetry would have the potential to revolutionize anatomical research and education by providing cost-effective, accessible, and accurate 3D modeling. The study underscores the promise of advancing anatomical research and education through the integration of photogrammetry with ongoing improvements in user-friendliness and accessibility.

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La presente revisión narrativa trata de caracterizar como ha sido el proceso de enseñanza de la anatomía en la Universidad Austral de Chile (UACh), presentando una visión histórica desde los inicios de la Universidad a los tiempos actuales y una reflexión sobre el futuro de la Anatomía Humana. Se describen los orígenes del Instituto de Anatomía de la UACh, primeros académicos, logros institucionales, convenios interinstitucionales; además, se detallan los métodos y estrategias educativas utilizadas en la actualidad para la enseñanza anatómica y se presenta una visión panorámica del porvenir como instituto de docencia e investigación en el campo de la Anatomía humana.

SUMMARY: This narrative review tries to characterize how the anatomy teaching process has been carried out at the Universidad Austral de Chile (UACh), presenting a historical vision from the beginnings of the University to the present time and a reflection on the future of Human Anatomy. The origins of the Human Anatomy Institute at the UACh, first academics, institutional achievements, inter-institutional agreements are described; in addition, the educational methods and strategies currently used for anatomical teaching are detailed and a panoramic vision of the future as a teaching and research institute in the field of human anatomy is presented.

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BACKGROUND: The use of human cadaveric dissection forms an essential part of teaching anatomy to health sciences students in Malawi. Despite worldwide struggles in acquiring sufficient human cadavers for anatomy education, the current recommendations on the best anatomy practices require the use of cadavers exclusively from the body donation programs. The current study aims to describe the sources of cadaveric bodies used for anatomy education in the Malawian context and reflect on the feasibility of using cadavers from the body donation program only. METHODS: A retrospective audit of the cadaveric records for the 2006-2022 academic years at the Kamuzu University of Health Sciences was done. The perceived challenges when sourcing the cadavers were identified and described based on the authors experiences in Malawi. RESULTS: The majority (97.3%) of the cadavers used between 2006 and 2022 were unclaimed bodies. The mean age of the cadavers was 45 years. Most (95.6%) of the unclaimed bodies were males. All the unclaimed bodies were sourced from hospitals. The body donation program in Malawi was patronized by populations of European descent only. Strongly held sociocultural and religious beliefs as well as economic reasons were perceived as significant barriers to acquiring cadavers of the indigenous Malawians through the body donation program. CONCLUSION: Cadavers for anatomy education in Malawi are mainly from unclaimed bodies, similar to other African countries. The authors support the transition from using "mostly unclaimed bodies (and, less often, body donation)" to using "mostly body donation (and, less often, unclaimed bodies)" through awareness campaigns that are targeted to address the prevailing challenges.

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Human anatomy requires understanding spatial relationships among anatomical structures and is often perceived as difficult to learn by students. To overcome this concern, several digital tools exist with some strengths and limitations among which the lack of interactivity especially for complex functional anatomy learning. In this way, a new interactive three-dimensional tool called Antepulsio was designed. Antepulsio was assessed by comparing three groups of first year kinesiology students to test whether it is likely to favor functional anatomy learning during three training sessions spread over a week. The experiment was conducted during a real academic course. Laterality judgment, 3D spatial abilities and working memory abilities from all participants were previously collected to create three homogeneous groups: the active group (n = 17, 17.76 ± 0.56 years) interacted with Antepulsio, the passive group (n = 18, 17.89 ± 0.83 years) watched videos of Antepulsio while the control group (n = 15, 18.07 ± 0.80 years) performed a neutral activity unrelated to anatomy. Anatomy knowledge was also assessed during pretest, posttest, and retention test (8 weeks after the posttest). The most significant outcome of this study revealed that in case of better working visual memory, the active group outperformed the passive group between pretest and retention test (p < 0.01). In other words, Antepulsio tool is efficient only for students with high visuospatial working memory. These selective benefits of Antepulsio are discussed in terms of cognitive load, training duration and the necessary period of familiarization with the tool.

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RESUMEN

Effective communication and precise navigation within the intricacies of the human body rely on robust anatomical terminology. Since its creation by the Federative Committee on Anatomical Terminology (FCAT), the Terminologia Anatomica (TA 1998) has consistently served as the benchmark in the field. However, the constant advancement of anatomical knowledge requires regular revisions, updates, and enhancements of anatomical nomenclature to accommodate the latest scientific discoveries. The recent adoption of the second edition of Terminologia Anatomica (TA 2019) by the International Federation of Associations of Anatomists (IFAA) has drawn attention to certain notable omissions. Despite over a century of dedicated work establishing standard anatomical terminology, specific widely recognized gross anatomical structures are still absent from the official listing in the Terminologia Anatomica. There is, however, a consensus that the inclusion of names for trivial or variably present structures should be avoided. Accordingly, this article focuses on a thoughtfully selected group of anatomical structures, which are so important that they are routinely discussed during anatomy courses, despite their exclusion from the official lists of anatomical terms. These basic structures hold fundamental importance for both anatomy education and clinical practice. Consequently, their appropriate nomenclature warrants consideration for inclusion in future editions of TA.