The Development and Implementation of a Parallel, Multi-Campus Medical Anatomy Curriculum Delivered with and without Cadavers.

William Harvey, Lachlan Van Schaik, Hayden Frizzell, Julian Wright, Michelle M Rank

Abstract read

In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

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0citing papers in PubMed

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1 · What the graph read from it

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.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

William HarveyDepartment of Rural Health, The University of Melbourne, 49 Graham Street, Shepparton, VIC Australia.ORCID 0000-0001-6452-6325

Lachlan Van SchaikDepartment of Rural Health, The University of Melbourne, 49 Graham Street, Shepparton, VIC Australia.ORCID 0000-0001-9589-661X

Hayden FrizzellDepartment of Rural Health, The University of Melbourne, 49 Graham Street, Shepparton, VIC Australia.ORCID 0000-0001-6490-5202

Julian WrightDepartment of Rural Health, The University of Melbourne, 49 Graham Street, Shepparton, VIC Australia.ORCID 0000-0002-1447-021X

Michelle M RankDepartment of Anatomy and Physiology, The University of Melbourne, Melbourne, VIC Australia.ORCID 0000-0002-8547-0321

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

A parallel, multi-campus anatomy curriculum was developed that could be delivered with or without body donor cadaveric teaching resources. This blended program includes asynchronous lectures, e-Learning modules, formative self-assessment, independent study, and synchronous hands-on practical sessions. Practical sessions at the metropolitan campus utilise professionally prepared body donor cadaveric teaching resources, whereas rural campus practical sessions use a combination of non-cadaveric resources such as 3D models (physical and digital) and interactive multimedia to achieve identical learning outcomes. Here, we discuss the specific features of the practical sessions delivered in this novel cross-campus curriculum, with a focus on the non-cadaveric teaching resources deployed.

Indexed as

3D modelsInteractive multimediaPractical learning sessionsRural

Identifiers

PMID40144071

DOI10.1007/s40670-024-02179-6

PMCPMC11933595

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LicenceCC BY

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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.