Clin Anat [JOURNAL]
Sun
200 papers
What Is the Pterygomandibular Raphe? A Confluence of Fasciae Rather Than a Discrete Structure.
Iwanaga J, Hama S, Fukino K … +8 more , Kikuta S, Hur MS, Cespedes MCM, Ohyama Y, Akashi M, Komune N, Kamochi H, Ibaragi S
Clin Anat · 2026 Apr · PMID 42036993 · Publisher ↗
The pterygomandibular raphe (PMR) has traditionally been described as a fibrous or tendinous band connecting the bucinator (BM) and superior pharyngeal constrictor (SPCM) muscles. However, recent evidence has questioned...
The pterygomandibular raphe (PMR) has traditionally been described as a fibrous or tendinous band connecting the bucinator (BM) and superior pharyngeal constrictor (SPCM) muscles. However, recent evidence has questioned its existence. This study aimed to reevaluate the anatomy of the pterygomandibular region by preserving fascial continuity and examining the relationships among adjacent muscles and connective tissues. Twenty-five sides from formalin-fixed cadaveric heads were examined. Twenty sides underwent macroscopic dissection under a surgical microscope, and five sides were sectioned axially and analyzed histologically using Masson's trichrome staining to assess muscle-fascia continuity. The buccopharyngeal fascia (BpF) adhered tightly to the posterolateral surface of the BM. A ligament-like bundle observed between the BM and medial pterygoid muscle corresponded to an artificial continuation of the BpF created by dissection. Axial sections revealed that the BpF, masseteric, and temporalis fasciae converged anteriorly on the lateral surface of the BM, while posteriorly, the BpF and temporalis fascia also merged, forming a confluence of fasciae. No discrete tendinous or ligamentous PMR was identified. The so-called PMR represents a dissection artifact rather than a true anatomical structure. These findings emphasize the importance of preserving fascial relationships and using precise terminology in anatomical and clinical contexts.
Therapeutic Targets and Signaling Mechanisms in 2D and 3D In Vitro Models of Osteoarthritis.
Suresh D, Raja K, Eid A … +3 more , Prithishkumar IJ, Nau T, Naidoo N
Clin Anat · 2026 Apr · PMID 42036991 · Publisher ↗
Osteoarthritis (OA) is a progressive degenerative joint disorder characterized by cartilage breakdown, inflammation, and subchondral bone remodeling. As research increasingly relies on physiologically relevant systems, a...
Osteoarthritis (OA) is a progressive degenerative joint disorder characterized by cartilage breakdown, inflammation, and subchondral bone remodeling. As research increasingly relies on physiologically relevant systems, advanced in vitro models have become essential for exploring OA mechanisms and identifying therapeutic targets. This review synthesizes current developments in two-dimensional (2D) and three-dimensional (3D) in vitro models used to investigate OA-related signaling pathways and therapeutic strategies. This review aims to critically evaluate and compare two-dimensional (2D) and three-dimensional (3D) in vitro OA models, with particular emphasis on their structural characteristics, signaling mechanisms, and translational relevance. Relevant literature published between January 2009 and January 2025 was examined across major scientific databases, including PubMed, Scopus, and Web of Science. Studies employing 2D or 3D in vitro OA models to explore signaling mechanisms or therapeutic interventions were reviewed and integrated into a qualitative narrative synthesis. Across the analyzed literature, 3D models-such as bioprinted constructs, organoids, microfluidic systems, and stem-cell-derived platforms-were consistently reported to more closely replicate OA-related structural, biochemical, and biomechanical processes than traditional 2D systems. These models facilitated deeper insights into key pathways, including NF-κB, Wnt/β-catenin, and TGF-β signaling. Emerging technologies such as joint-on-a-chip systems and patient-specific induced pluripotent stem cell (iPSC) platforms further enhance translational potential by enabling personalized disease modeling. Key signaling pathways identified across the included studies included NF-κB, Wnt/β-catenin, and TGF-β signaling, which were consistently associated with inflammatory responses, chondrocyte hypertrophy, and cartilage remodeling processes. Narrative synthesis of current evidence highlights the substantial progress made in 3D in vitro OA modeling. By incorporating stem cells, bioprinting approaches, physiologically relevant matrix environments, and inflammatory stimuli, these platforms offer improved fidelity in mimicking joint physiology and OA progression. Collectively, they represent an important step toward more accurate drug testing and the development of personalized therapeutic strategies.
The Branching Angle of the Lingual Artery With Application to Super Selective Intra-Arterial Chemotherapy: A Cadaveric Study.
Kitagawa N, Narukawa Y, Kunisada Y … +6 more , Fujiwara H, Ishii S, Fukino K, Toriumi T, Ibaragi S, Iwanaga J
Clin Anat · 2026 Apr · PMID 42036986 · Publisher ↗
The lingual artery (LA) is depicted as originating from the anterior wall of the external carotid artery (ECA) as well as the superior thyroid and the facial arteries (FA) in anatomy textbooks and atlases. During super s...
The lingual artery (LA) is depicted as originating from the anterior wall of the external carotid artery (ECA) as well as the superior thyroid and the facial arteries (FA) in anatomy textbooks and atlases. During super selective intra-arterial chemotherapy to the LA, surgeons empirically rotate the catheter medially but not for other anterior branches of the ECA. This study aimed to quantitatively investigate the degree of the LA at its origin for catheter rotation during super selective intra-arterial chemotherapy. Twenty-six halves from 14 formalin-fixed cadaveric heads were dissected. The origin of the LA and other anterior branches was observed laterally. The ECA was then incised in the axial plane at the origins of the superior and inferior margins of the anterior branches. The angles of the anterior branches in the axial plane were calculated. The relative height of LA compared to the carotid bifurcation and FA origin varied. The LA tended to originate more medially than the other anterior branches of the ECA. The mean angle difference between the LA and the other anterior branches of the ECA was approximately 40°. The LA originating from the linguofacial trunk traveled medially at its origin. The quantitative data provide anatomical evidence for the catheter rotation technique used to access the LA during a super selective intra-arterial chemotherapy.
Competency-Based Medical Education and the Evolving Role of Anatomical Sciences in Undergraduate Medical Education.
Khalil MK, Iwanaga J, Tubbs RS
Clin Anat · 2026 Apr · PMID 42032922 · Publisher ↗
Competency-based medical education (CBME) has become a central organizing framework in undergraduate medical education (UME), emphasizing observable performance and developmental progression rather than time-based advanc...
Competency-based medical education (CBME) has become a central organizing framework in undergraduate medical education (UME), emphasizing observable performance and developmental progression rather than time-based advancement. This transition carries important implications for foundational disciplines, particularly the anatomical sciences. Historically delivered as a concentrated preclinical experience, anatomy must now function within integrated curricula that prioritize clinical application, longitudinal assessment, and entrustment decisions. This commentary examines how CBME reframes anatomy from a front-loaded knowledge domain to a longitudinal clinical capability, where it constitutes a foundational discipline that shapes clinical competence, patient safety, and procedural reasoning across medical training. It discusses the need for explicit articulation of discipline-specific anatomical competencies aligned with patient care, reconsideration of assessment strategies that extend beyond written examinations, and support for faculty as their roles evolve toward coaching, observation, and performance interpretation. The paper further argues that effective implementation of CBME in anatomy requires deliberate alignment with established learning theories, including principles of deliberate practice, cognitive load management, experiential learning, and self-regulated learning. Without such theoretical grounding, competency frameworks risk functioning as administrative structures rather than mechanisms for expertise development. By integrating clearly defined competencies, theory-informed pedagogy, and programmatic assessment, anatomical sciences can maintain their central role in preparing clinically competent physicians within contemporary medical education.
How Senior Clinicians Continue to Learn.
Jung E
Clin Anat · 2026 Apr · PMID 42023703 · Publisher ↗
Much of medical education focuses on the progression from novice to competent practitioner, yet less attention has been given to how senior clinicians continue to learn after core competence is established. This article...
Much of medical education focuses on the progression from novice to competent practitioner, yet less attention has been given to how senior clinicians continue to learn after core competence is established. This article argues that later stage development is less about acquiring additional knowledge and more about refining judgment, emotional regulation, perceptual sensitivity, feedback habits, and adaptability in rare or high stakes clinical situations. Drawing on literature on expertise, deliberate practice, self-calibration, and contextual performance, the article proposes that the continued growth of senior clinicians can be supported through intentional educational design. Practical strategies include stress preparation, mental rehearsal, micro skill refinement, focused coaching, structured feedback, perceptual calibration, and recovery-oriented learning cycles. The concept of the final one percent is offered as a way to understand how advanced clinicians continue to improve in precision, reliability, and adaptability across a career.
Microstructural Architecture of Atrial Septal Pouches and Smooth Interatrial Septum.
Tyrak K, Kozik A, Urbaniak P … +7 more , Wartalski K, Wiater J, Filipek G, Bolechała F, Strona M, Lis G, Hołda M
Clin Anat · 2026 Apr · PMID 42023688 · Publisher ↗
This study aimed to characterize the microstructural architecture of left-sided (LSSP) and right-sided (RSSP) atrial septal pouches and the smooth interatrial septum. Seventy-five formalin-fixed, paraffin-embedded specim...
This study aimed to characterize the microstructural architecture of left-sided (LSSP) and right-sided (RSSP) atrial septal pouches and the smooth interatrial septum. Seventy-five formalin-fixed, paraffin-embedded specimens (38 LSSP, 17 RSSP, 20 smooth septum) were serially sectioned and stained with H&E, orcein, Sirius Red, and Gomori trichrome, and their structural composition and histoarchitecture were evaluated by light microscopy. The LSSP comprised a free wall derived from primary septum and the opposing segment of left atrial wall, with a lumen that opens superiorly and tapers inferiorly toward an apex located above the septal fusion point; its free wall is typically bilaminar, formed by two endocardial layers enclosing transversely oriented myocardium embedded in fibroelastic connective and adipose tissue. In contrast, the RSSP is formed by a free wall derived from secondary septum and an opposing septal wall, opening inferiorly and narrowing superiorly toward an apex situated just below the fusion point; although both pouches share an endocardium-lined bilaminar free wall with a fibroelastic-myocardial core, the myocardial component is generally less prominent in the RSSP. In both pouch variants, the free wall tapered from apex to ostium, while the opposing atrial/septal wall was consistently thicker and increased toward the pouch ostium (p = 0.001). The fusion point showed fibroelastic tissue accumulation and was significantly thicker in LSSP than in RSSP (p = 0.018). In the smooth septum, oval fossa floor thickness differed across levels (superior > inferior > middle; p = 0.008). Quantitative H&E analysis demonstrated inter-variant differences in relative myocardial layer thickness (p = 0.044), driven by RSSP versus smooth septum (p = 0.037), whereas elastic (p = 0.427) and collagen content (p = 0.460) did not differ significantly. Gomori trichrome revealed differences in the myocardium-to-fibrosis ratio (p = 0.042), most pronounced between RSSP and smooth septum (p = 0.03). In conclusion, this study is the first to provide a comparative histological and morphometric characterization of the LSSP and RSSP, linking macroscopic anatomy with reproducible microstructural patterns and providing a foundation for further investigations of septal pouches.
Arterial Calcification Alters Lumen Surface Roughness of Branches of the Circle of Willis.
Weiner J, Akhavan M, Raja M … +3 more , Buoncore J, Sobecki A, Beatty B
Clin Anat · 2026 Apr · PMID 41999085 · Publisher ↗
Atherosclerotic lesions within carotid and cerebral vessels are likely to influence hemodynamics and manifest into vascular pathologies, including Alzheimer's Disease and ischemic stroke. Hemodynamics are influenced by c...
Atherosclerotic lesions within carotid and cerebral vessels are likely to influence hemodynamics and manifest into vascular pathologies, including Alzheimer's Disease and ischemic stroke. Hemodynamics are influenced by changes in luminal diameter of vessels and wall shear stress derived from vortex formation which directly relates to the surface topography of the lumen. In this study, we performed a quantitative assessment of surface metrology of carotid and cerebral arteries in relation to calcification, vessel size and location among individuals. We speculate intracranial vessels will follow suit of extracranial vessels, with increased surface roughness in larger-diameter vessels. Samples of the internal carotid, common carotid, and multiple branches of the Circle of Willis were collected at 18 different sites from 10 human whole body donors. For each vessel, arterial calcification was quantified from image analyses of Alizarin red stained histological sections. The arterial surface metrology of the adjacent parts of the same segments was opened and gently cleaned, and then analyzed using a Sensofar S Neox 3D optical profiler, from which scale-sensitive fractal analyses (SSFA) were analyzed using SensoMap software. ANOVAs testing for the influence of calcification percentage, vessel identity, vessel size, individual differences, age, sex, and the role of cardiovascular disease in the donor's cause of death found no significant differences in SSFA variables for vessel identity, individuals, age, sex, and cause of death. The most significant differences are correlated with vessel calcification percentage, though surface roughness appears also greater in the larger vessels. These findings support ideas that calcification plays a role in alterations of vortex formation and wall shear stresses in intracranial vessels as they do in coronaries. With further research in this field, the pathophysiology of intracranial atherosclerosis and the role of atherosclerosis in neurodegenerative disorders might be understood at another, more granular level.
Body Donor Feasibility Study of Triple Nerve Transfer for Elbow Flexion in Upper Brachial Plexus Injury.
Weekes MA, Al-Ani S, Burahee AS … +4 more , McGhee C, George S, Chaudhry T, Power DM
Clin Anat · 2026 Apr · PMID 41981978 · Publisher ↗
Following C5 and C6 brachial plexus injury there is loss of active elbow flexion. Nerve transfers from ulnar and median nerves have been reported for restoration of innervation to biceps and brachialis. However, fatigue...
Following C5 and C6 brachial plexus injury there is loss of active elbow flexion. Nerve transfers from ulnar and median nerves have been reported for restoration of innervation to biceps and brachialis. However, fatigue of reinnervated elbow flexors remains a challenge. Double versus single fascicle transfer results are superior (MRC Grade 4 score 83% vs. 63.3%; p = 0.013), considering this we evaluate the feasibility of reinnervating a third muscle to support elbow flexion in terms of minimum reinnervation distance and surgical technique. This study explores the feasibility of nerve transfer to biceps, brachialis, as well as brachioradialis (BR) via a lateral cutaneous nerve of forearm (LCNF) in-situ interposition graft. Eight fresh frozen body donors, of mixed age range and gender, were dissected to measure baseline limb lengths, irrespective of bone circumference to determine: branching motor points for key muscles (biceps, brachialis, and BR) and measure donor nerve fascicle dissection lengths and calculate theoretical reinnervation distances from median nerve to biceps, ulnar nerve to brachialis via MSCN and to BR via the LCNF. The novel transfer from the ulnar nerve to BR using LCNF interposition graft was feasible in all eight limbs. The average fascicle dissection length of the median nerve was 14.63 mm (95% CI: 12.4-16.9) and for the ulnar nerve was 17.5 mm (95% CI: 13.9-21.0). Average theoretical reinnervation distance for BR was 94.13 mm (±23.21, R: 70-145, 95% CI: 77.35-110.90) equivalent to 3 months for reinnervation. With the biceps, reinnervation was 23.0 mm (±3.46, R: 15-35, 95% CI: 17.38-26.82) approximately 4 weeks and was 35.0 mm (±16.23, R: 9-55, 95% CI: 25.5-47.39) or approximately 5 weeks for brachialis, not accounting for latency or intramuscular axon regeneration distances from the motor point. Nerve transfer reinnervation of the BR through a LCNF in-situ graft is feasible with acceptable reinnervation distances. Clinical adoption of this modification to the traditional Oberlin nerve transfer could provide a way of improving elbow flexion strength and endurance through providing more reinnervated muscle mass, with the inclusion of BR.
Meme-Based Learning in Neuroanatomy: A Comparative Study on Effectiveness, Gender, and Student Performance Levels.
Eldesoqui M, Al-Batati A, Erfan OS … +7 more , Albadawi EA, AlQumaizi KI, Albarakati RG, Elsherbiny M, Ebrahim HA, Eladl MA, Nosseir N
Clin Anat · 2026 Apr · PMID 41964262 · Publisher ↗
Generation Z has different requirements, problems, expectations, and attitudes that they bring into the educational environment. Teachers have unprecedented challenges in addressing their needs and aspirations. Gamificat...
Generation Z has different requirements, problems, expectations, and attitudes that they bring into the educational environment. Teachers have unprecedented challenges in addressing their needs and aspirations. Gamification involves integrating game-like elements into an existing educational framework. Rather than being a standalone teaching method, it serves as an instructional design approach. In this research, we investigated the impact of a meme-based approach in teaching various neuroanatomy topics and compared its effectiveness with traditional methods. In addition, we explored whether gender differences or students' academic levels influence their learning outcomes. The present research was conducted with third-year medical students enrolled in the neuroscience module at the College of Medicine, AlMaarefa University, Riyadh, Saudi Arabia, from September to December 2023, during the academic year 2023-2024. Students were instructed to create memes to aid in the comprehension and retention of anatomical facts and structures throughout the course. After each exam, we divide the questions into meme-related and non-meme-related categories. We then use the exam item analysis to compare the total student responses to the questions in the two categories, assess their performance, and compare the results between the male and female sections. Both male and female students showed significant improvement in their performance when responding to questions about meme-based material. Among high-achieving students, males showed a significant improvement in performance; however, the improvement among girls did not reach statistical significance. Conversely, both male and female students in the lower-performing group exhibited considerable improvements when interacting with meme-augmented topics. In conclusion, a meme-based approach significantly improved students' grades compared to the traditional approach; its effect was more pronounced among lower achievers and males. Although our findings suggest that male students may gain a greater advantage from this approach, the evidence for a gender-based moderating effect remains preliminary. The observed patterns require verification through larger, multicenter studies.
Bridging Anatomy Curricular Gaps: Leveraging Student-Created Video Resources in Elective Courses.
Lim MA, Shackelford L, Ibrahim W
Clin Anat · 2026 Apr · PMID 41960658 · Publisher ↗
Traditional anatomical donor-based dissection has long served as the cornerstone of anatomical education. However, with increasingly condensed curricula and diverse student learning preferences, multimedia tools have bec...
Traditional anatomical donor-based dissection has long served as the cornerstone of anatomical education. However, with increasingly condensed curricula and diverse student learning preferences, multimedia tools have become vital adjuncts to support engagement, comprehension, and accessibility. At the Carle Illinois College of Medicine (CI MED), we developed a student-led educational module combining cadaveric dissection, a step-by-step dissection guide, and a virtual reality (VR) video to teach the muscles of facial expression. A human anatomical donor facial dissection was performed and documented to develop a comprehensive, three-part dissection guide covering muscular anatomy, dissection steps, and clinical correlations. An accompanying VR video was created using the Meta Quest two headset and 3D Organon XR, featuring animated muscle movements and cultural references (e.g., Spider-Man, Mrs. Doubtfire) to reinforce anatomical concepts. Fifty-two medical students viewed the VR video and completed an anonymous Likert scale survey assessing clarity, engagement, educational value, and technical performance. Survey responses were highly favorable across all categories. Students rated the video highly for explaining muscle function (mean = 4.37), maintaining engagement (4.42), and enhancing understanding through visual quality (4.27). Cultural references were particularly well received (4.46), with 86.5% agreeing they enhanced educational value. The VR experience was considered technically smooth (4.23) and effective as a supplement to anatomical donor dissection (4.29). Qualitative feedback indicated strong interest in expanding VR modules to cover musculoskeletal and vascular anatomy, sports medicine, and clinically integrated case scenarios. This study supports the pedagogical value of integrating VR and cinematic references into anatomy education. The module successfully reinforced student understanding of facial anatomy while enhancing engagement and motivation. As a student-created resource, it also illustrates the value of learner-driven content development in addressing curricular gaps and promoting active learning. Student-developed VR modules are a promising complement to traditional anatomy education. Future efforts aim to expand VR video production to additional anatomical regions beyond the face and incorporate VR-based clinical case assessments to support deeper learning and knowledge integration.
Retrieval Practice Through an Integrated Anatomy Laboratory Experience in a Doctor of Physical Therapy Curriculum.
Cuka CM, Huxel Bliven KC, Puentedura EJ
Clin Anat · 2026 Apr · PMID 41952375 · Publisher ↗
Gross anatomy is a foundational first-year component of Doctor of Physical Therapy (DPT) curriculum, with limited future vertical integration. Retrieval practice and spaced learning to enhance retention are rarely embedd...
Gross anatomy is a foundational first-year component of Doctor of Physical Therapy (DPT) curriculum, with limited future vertical integration. Retrieval practice and spaced learning to enhance retention are rarely embedded in second-year DPT coursework. This study evaluated Integrated Anatomy Experiences (IAEs) in a musculoskeletal Patient Management Course (PMC). Sixty-two second-year DPT students participated in two IAEs incorporating: peer-led osteology review, prosected donor exploration, faculty-guided palpation and assessment, and integrated clinical application. A mixed-methods design guided by Kirkpatrick Levels 1 and 2 was used. Knowledge was assessed pre/posttest using identical multiple-choice questions. Item-level performance was analyzed using Wilcoxon signed-rank tests, effect sizes, and item difficulty. Student perceptions of the IAEs were collected through de-identified reflections and analyzed thematically using a structured codebook. Nine of 10 items demonstrated higher proportions of correct answers on the posttest, with significant improvement for most items (p < 0.05). Effect sizes were medium to large (r = 0.31-0.63). Item-difficulty indices increased for most items, and distractor analysis revealed reductions in implausible choices. Qualitative analysis showed predominantly positive reactions; students emphasized improved understanding of anatomical relationships, greater appreciation of clinical relevance, enhanced spatial reasoning, and increased confidence with palpation skills. Only one student expressed discomfort in the donor laboratory. Embedding IAEs within second-year PMCs appears to strengthen knowledge retrieval and promotes vertical integration of anatomy with clinical skills. This approach may be valuable for cohorts with limited prior hands-on anatomy experience and is feasible when faculty collaborate to design multimodal learning activities.
Digital Enabled Diagnosis System for Mammogram Images Classification Using Machine Learning.
Sasikala V
Clin Anat · 2026 Apr · PMID 41952302 · Publisher ↗
Breast tumor is the most commonly detected tumors and remain one of the leading causes of cancer-related mortality among women worldwide. Although mammography is widely adopted for early breast cancer screening, existing...
Breast tumor is the most commonly detected tumors and remain one of the leading causes of cancer-related mortality among women worldwide. Although mammography is widely adopted for early breast cancer screening, existing diagnostic systems are often time-consuming and highly dependent on expert radiologists. Moreover, mammogram images frequently suffer from noise and low contrast, which can result in inaccurate feature extraction and misclassification. Many existing studies also report high classification error, limited robustness, and poor performance on imbalanced datasets, restricting their practical deployment. To address these challenges, a digital enabled diagnosis system for early breast cancer detection from mammograms is proposed. The system is designed as a flexible and efficient predictive framework capable of classifying breast conditions into malignant, benign, and normal categories. The proposed approach follows a structured five-stage pipeline. First, two-dimensional median filtering (2DMF) is employed to enhance image quality with low computational cost. Next, a Boltzmann trust network is used for accurate tumor localization and segmentation. Optimal feature selection is achieved using a hybrid spiral intelligent ambiguous rough set (HSIARS) method, which reduces variance and classification error. Finally, classification is performed using an optimized gradient executive bundling (Optimized GEB) model, significantly improving prediction accuracy and overall diagnostic performance.
Profession-Related Accreditation Requirements in Australia Regarding Anatomy Teaching: A Web-Based Desktop Audit.
Zacharias A, English DJ, Selkirk-Bell J … +3 more , Fielden K, Halliday B, McKinstry C
Clin Anat · 2026 Apr · PMID 41919349 · Publisher ↗
For effective and safe practice, health professionals need an understanding of functional anatomy. Registration boards, councils or self-regulating professional associations determine the standards, codes, graduate compe...
For effective and safe practice, health professionals need an understanding of functional anatomy. Registration boards, councils or self-regulating professional associations determine the standards, codes, graduate competencies and education program accreditation requirements which inform health curricula development and content. The aim of this study was to identify professional accreditation standards in Australia that specifically relate to the content and teaching of anatomy knowledge. A web-based desktop audit of professional accreditation standards was conducted. Health professions included Audiology, Chiropractic, Dentistry, Dietetics, Exercise Science, Exercise Physiology, Medical Radiation, Medicine, Midwifery, Nursing, Occupational Therapy, Optometry, Oral Health, Orthotics and Prosthetics, Osteopathy, Paramedicine, Pharmacy, Physiotherapy, Podiatry, and Speech Pathology. Content analysis was used to determine specific anatomy requirements for each discipline. Only six disciplines (Audiology, Dentistry, Exercise Science, Optometry, Oral Health and Speech Pathology) had specific requirements relating to anatomy curriculum or teaching. Four disciplines (Pharmacy, Occupational Therapy, Nursing and Midwifery) had no curricula specifications relating to anatomy. The general requirement was for teaching approaches, learning environments, facilities and equipment to be appropriate to achieve learning outcomes. The teaching of anatomy needs to support the practice of current and future health professionals. Although anatomy is foundational for health professionals, there is little guidance for Australian universities from registration or professional associations when determining anatomy content and appropriate teaching and assessment approaches within their health courses. More research is therefore needed to inform course accreditation standards relating to health course anatomy requirements.
3D Model Application in Anatomy Education Between 2014 and 2023: A Bibliometric Analysis and Future Direction.
Wiyono N, Azzahrah A, Munawaroh S … +2 more , Hastami Y, Hadie SNH
Clin Anat · 2026 Mar · PMID 41906401 · Publisher ↗
Anatomy, a fundamental discipline in basic medical science, necessitates a comprehensive understanding of human body systems' structure and function. Effective anatomical education requires students to assimilate not onl...
Anatomy, a fundamental discipline in basic medical science, necessitates a comprehensive understanding of human body systems' structure and function. Effective anatomical education requires students to assimilate not only anatomical structures and their functions but also the spatial relationships between these structures, thereby underscoring the importance of 3D models for enhanced visualization. The ongoing technological evolution, specifically the integration of 3D models, is paramount for augmenting educational efficacy and advancing medical knowledge. While progress in information technology and bibliometric analysis has illuminated developments in anatomical education, research on the application of 3D models remains limited. This study aims to review the scientific literature to elucidate publication trends, bibliometric mapping, and future directions regarding the use of 3D models in anatomical education. Utilizing advanced analytical tools such as VOSviewer and Biblioshiny, this research identifies key focal points in the application of 3D models in anatomy education. By examining these focal points and emerging trends, this study offers valuable insights into research trends and emerging directions in the application of 3D models in anatomy education.
Medical Student Preferences on the Anatomy of a Practical Exam.
Nguyen AH, Esparza C, Darmadi M … +2 more , Boedeker PJ, Pinkas A
Clin Anat · 2026 Mar · PMID 41889206 · Publisher ↗
Medical schools traditionally assess anatomy knowledge using individual, cadaver-based assessments during students' first and second years. Recently, some institutions have updated their anatomy curricula to emphasize vi...
Medical schools traditionally assess anatomy knowledge using individual, cadaver-based assessments during students' first and second years. Recently, some institutions have updated their anatomy curricula to emphasize virtual learning and team-based instruction or assessments. Despite the implications of these changes on student performance and satisfaction, there is limited literature describing medical students' preferences on the structure of anatomy practical exams. Since learners are a key stakeholder in assessment redesign, this quality improvement study sought to illuminate their perspectives on four aspects of anatomy practical exams. Our institution's Class of 2028 (n = 224) experienced four different anatomy practical exams during their first year, varying in anatomy viewing method, question type, and the addition of a group exam. To leverage their unique experience, this cohort was invited to complete a voluntary survey asking their preferences regarding the aforementioned conditions and preferred grading distribution of individual and group exams. They could explain each of their choices in optional free responses. Descriptive statistics and chi-square tests were used to analyze quantitative data, while thematic analysis identified patterns in the comments. All results were statistically significant (p < 0.001) and indicated preferences for specific variations to anatomy assessment. Of the 114 responses, 69.3% favored viewing the anatomy with pinned cadavers over digital images, citing the strengths of the three-dimensional orientation and reflection of anatomic variation. The majority (93.9%) preferred multiple choice over fill-in-the-blank questions for their relative ease and consistency with standardized exams. Most (72.8%) preferred an individual then group exam over an individual-only exam due to collaboration-enhanced learning. The two most favored grading distributions were Individual 90%/Group 10% (42.1%) and Individual 50%/Group 50% (22.8%). Reasons for the former included lesser penalty for disagreeing with group members and individual accountability, while those for the latter emphasized fairness. The most popular combination of answer choices (15.8%) matched the composite of the most favored option for each question. This study revealed our learners' priorities in the assessment process. Ultimately, it serves to guide anatomy curriculum directors in assessing their own students' preferences and designing practical exams with consideration for their viewpoints.
Doctors Without Anatomy Are Like Moles: They Work in the Dark….
Tubbs RS
Clin Anat · 2026 May · PMID 41889183 · Publisher ↗
Abstract loading — click title to view on PubMed.
Accuracy of ChatGPT-4o in Identifying Anatomical Structures on Cadaveric Images: A Practical Anatomy Examination Study.
Melczewski P, Chowaniec M, Larysz W … +7 more , Pioskowik A, Mordarski M, Bąk K, Fibiger G, Możdżeń K, Walocha J, Kozioł T
Clin Anat · 2026 Mar · PMID 41872690 · Publisher ↗
The rapid expansion of large language models (LLMs), including ChatGPT, has generated interest in their potential role in medical education. Although prior studies have evaluated LLM performance in theoretical assessment...
The rapid expansion of large language models (LLMs), including ChatGPT, has generated interest in their potential role in medical education. Although prior studies have evaluated LLM performance in theoretical assessments and selected imaging tasks, their ability to recognize anatomical structures in a cadaver-based practical examination setting remains unclear. This study assessed the accuracy of ChatGPT-4o in identifying anatomical structures on photographs of cadaveric specimens marked in the same manner as during practical anatomy examinations. A total of 265 anatomical structures were labeled on cadaveric specimens from the Department of Anatomy of the Jagiellonian University Medical College and photographed. Using a standardized prompt, the free version of ChatGPT-4o was asked to identify each marked structure, with up to three attempts permitted and standardized feedback provided after incorrect responses. Identification was considered correct only when a valid anatomical term precisely corresponding to the indicated structure was provided. The overall accuracy was 22.26%. Correct identification occurred on the first attempt in 33 cases, on the second in 15, and on the third in 11. Accuracy was highest for osteological structures (64.71% correct within three attempts) and lowest for isolated thoracic organs (8.82%). The model frequently misidentified anatomical regions and occasionally generated non-existent anatomical terms. At its current stage of development, ChatGPT-4o does not appear to be a reliable tool for cadaver-based anatomical structure recognition or practical anatomy examination support.
Advancing Ethical Standards in Anatomical Donation: Regional Insights From South America.
Ottone NE, Torres-Villar C, Duque-Colorado J … +13 more , García-Orozco L, Álvarez-Ricartes N, Leviman-Elgueta B, Gómez-Barril R, Rodríguez-Torrez VH, Roa I, Kim HJ, Iwanaga J, Tubbs RS, Algieri RD, Masuko T, Fuentes R, Del Sol M
Clin Anat · 2026 Mar · PMID 41859985 · Publisher ↗
Body donation remains fundamental to anatomical education, supporting not only technical training but also the development of ethical awareness, empathy, and humanistic values among health professionals. In recent decade...
Body donation remains fundamental to anatomical education, supporting not only technical training but also the development of ethical awareness, empathy, and humanistic values among health professionals. In recent decades, the anatomical community has moved toward shared ethical standards centered on voluntary informed consent, transparency, and explicit recognition of donors. International consensus statements have promoted standardized acknowledgment practices, responsible stewardship of human remains, and the ethical use of body donor images. Across regions, sociocultural, religious, legal, and institutional factors continue to shape public perceptions and the development of body donation programs. In South America, meaningful progress has been achieved through legislative reforms and institutional initiatives; however, persistent challenges remain in regulatory harmonization, infrastructure, and public awareness. Experiences from other regions demonstrate that structured educational outreach, commemorative practices, and multidisciplinary oversight mechanisms can strengthen public trust and normalize donation as a socially valued act. These approaches highlight the importance of cultural sensitivity, ethical education, and institutional transparency in fostering sustainable body donation systems. This article synthesizes international and regional perspectives to propose strategies for strengthening ethical and operational standards in body donation in South America. Key measures include the establishment of formal ethics oversight committees, standardized consent procedures, transparent management of legacy materials, and systematic donor recognition. Ultimately, advancing ethical body donation requires sustained commitment to respect, gratitude, and public trust as the moral foundation of anatomical education.
Authentic Anatomy Assessment-Bridging the Gap to Safe Clinical Practice.
Hadie SNH
Clin Anat · 2026 May · PMID 41811129 · Publisher ↗
Authentic assessment is an innovative approach in anatomy education aimed at bridging the gap between theoretical knowledge and clinical application. Traditional anatomy assessments often emphasize factual recall, overlo...
Authentic assessment is an innovative approach in anatomy education aimed at bridging the gap between theoretical knowledge and clinical application. Traditional anatomy assessments often emphasize factual recall, overlooking the integration of cognitive, psychomotor, and affective domains critical for professional practice. Authentic assessments address these limitations by engaging students in tasks that replicate real-world scenarios, fostering the development of critical thinking, practical skills, and professional competencies. However, implementing authentic assessments comes with challenges, including resource constraints, time demands, scalability, faculty and students' readiness, and subjectivity in evaluation. Strategies such as leveraging technology, incorporating formative assessments, and adopting small-scale tasks can mitigate these issues. Additionally, aligning assessments with core anatomical competencies and integrating continuous feedback loops enhances their validity, reliability, and educational impact. This paper discusses the principles, design, and challenges of authentic anatomy assessment education, emphasizing its potential to prepare students for the complexities of clinical practice while fostering deeper learning and critical thinking. A balanced and strategic approach to implementing authentic assessments is essential to address practical limitations and ensure their effective integration into anatomy education.
Who Should Lead Academia Today? Rethinking Leadership Across Career Stages.
Iwanaga J, Swartz W, Salter EG … +1 more , Tubbs RS
Clin Anat · 2026 May · PMID 41811087 · Full text
Leadership in academic institutions and professional societies plays a critical role in shaping the future of scholarship, governance, and educational equity. However, a persistent trend, particularly in long-established...
Leadership in academic institutions and professional societies plays a critical role in shaping the future of scholarship, governance, and educational equity. However, a persistent trend, particularly in long-established organizations, reveals that retired faculty, such as professors emeriti, often fill executive leadership roles. While emeriti may continue to offer valuable mentorship and institutional memory, their appointment to decision-making positions raises significant structural and ethical concerns. This commentary critiques the reliance on retired academics for active leadership, highlighting key risks including diminished accountability, generational disconnection, ethical incongruence, and leadership bottlenecks that impede the advancement of early- and mid-career scholars. Drawing on governance literature and demographic data, the article calls for structural reforms that promote active, inclusive, and forward-looking leadership models. Practical recommendations include revising governance bylaws, establishing advisory roles for emeriti, and fostering intergenerational partnerships to ensure sustainable academic leadership. The future of academia cannot be led solely by the past. It must be shared by those actively engaged in its present with the assistance of those who have experience in such roles before retirement.
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