ReviewAnnals of medicine and surgery (2012)2025
The role of anatomy education in strengthening healthcare in Rwanda.
Review in Annals of medicine and surgery (2012), 2025. 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.
- Reclaiming Anatomy as Method: From Morphological Reasoning to Clinical Relevance.Clinical anatomy (New York, N.Y.) · 2026Review
- Anatomy Dissection and Early Career Engagement: A Narrative Review of Undergraduate Medical Education in Rwanda.Health science reports · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Anatomy education is a cornerstone in medical training, providing foundational knowledge essential for effective diagnosis, treatment, and surgical precision. Since its introduction in Rwandan medical education in 1970, significant strides have been made, including the adoption of cadaver-based learning and modern technological tools. Despite these advancements, challenges such as limited resources, high student-to-staff ratios, and insufficient engagement in anatomy learning persist, hindering optimal healthcare delivery. Objective: This review evaluates the role of improved anatomy education in strengthening the Rwandan healthcare system and highlights strategies for enhancing its impact. Methodology: A narrative review approach was adopted, utilizing secondary data from peer-reviewed journals accessed through PubMed, Google Scholar, Embase, Scopus, WHO databases, and other sources. Articles published in English within the last 5 years were included to ensure relevance and accuracy. Results: Anatomy education in Rwanda has evolved significantly, with the integration of cadaver dissection, radiological anatomy, and electronic tools into medical training curricula. However, the lack of sufficient cadavers, modern teaching facilities, and resources continues to impede progress. Evidence suggests that innovative teaching strategies and mentorship can foster greater interest in surgical fields among medical students, addressing critical gaps in the healthcare workforce. Conclusion: Strengthening anatomy education is pivotal to enhancing individual competencies and addressing workforce shortages in Rwanda's healthcare system. Continuous investment in resources, innovative teaching methods, and active student engagement are essential for building a skilled healthcare workforce capable of meeting the nation's health demands.
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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.