ArticleAnatomical sciences education2025
Anatomy as embodied resistance in an age of digital abstraction.
Article in Anatomical sciences education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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
3 citing papers in PubMed.
- Reclaiming Anatomy as Method: From Morphological Reasoning to Clinical Relevance.Clinical anatomy (New York, N.Y.) · 2026Review
- Anatomy at the threshold: Teaching the human body in a hybrid age.Anatomical sciences education · 2025Article
- Anatomy as embodied resistance in an age of digital abstraction.Anatomical sciences education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Amid the accelerating integration of digital technologies in the health professional education, anatomy education with an emphasis on engagement with real human bodies can provide a crucial counterweight to digital abstraction. Rapid advances in artificial intelligence and algorithm-driven medicine may lead to the intrinsic value of embodied human experience being overlooked. Hands-on anatomy education-through practices such as dissection and direct engagement with human remains-can reaffirm the reality of the human body and nurture the empathy and ethical reflection essential for an empathy-grounded practice in the health professions. By engaging directly with the body, learners experience a tactile encounter that transcends what digital simulations and abstract data can offer. Grounded in phenomenology and the concept of the "lived body," this approach challenges the notion that our physical existence can be entirely captured by computational models. Instead, it emphasizes that the sensory, emotional, and ethical dimensions of human existence are crucial for both medical understanding and compassionate practice. Throughout history, anatomical inquiry has long served as a site for confronting mortality, identity, spiritual inquiry, and social inequities. The concept of the anatomical gaze onto the human body illustrates how historical practices of dissection and anatomical illustration reveal the power dynamics and ethical challenges inherent in observing and interpreting the human body. In an age where online interactions increasingly shape human connection, the tactile lessons of anatomy provide a vital safeguard against the erosion of empathy and the dehumanization of patient care. Thus, anatomy education is both an ethical and political imperative today: By grounding future healthcare professionals in the tangible realities of human existence, anatomy education will need a balanced approach-one that embraces technological advancements while honoring the complexity and dignity of the human body.
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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.