ArticleMedical science educator2024
Using Disruptive Technologies in the Anatomy Discipline After the COVID-19 Pandemic: A Scoping Review.
Article in Medical science educator, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- A global overview of anatomical science education and its present and future role in biomedical curricula.Anatomical sciences education · 2026Review
- Balancing tradition and innovation: rethinking the dichotomy in anatomy teaching.Croatian medical journal · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
COVID-19 pandemic health restrictions affected the theoretical and practical teaching of anatomy. This review aims to analyze studies about teaching anatomy in this period. A search through the PubMed/Medline, Scopus, Lilacs, Web of Science, and Google Scholar databases found 1607 articles. After removing duplicates and excluding articles by reading the title/abstract, and then after full reading, 43 articles were included. The remote synchronous and asynchronous active methodologies employ virtual reality, 3D models, and web conferencing platforms to enable audio-visual interaction. While synchronous remote teaching emerged as an important opportunity, its efficacy in imparting knowledge and practical skills remains under scrutiny.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.