Evidence map›Paper›PMID 41088109›Full record

ArticleBMC medical education2025

Use of two virtual dissection tables in a postgraduate oral anatomy course: feedback from the students.

Davide Gerardi, Diana Torge, Sara Bernardi, Serena Bianchi, Guido Macchiarelli

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Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
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

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.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Review
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.

Davide Gerardi *Department of Life, Health and Environmental Sciences, University of L'Aquila, Via Vetoio SNC, ed. Camillo De Meis, L'Aquila, 67100, Italy.
Diana Torge *Department of Life, Health and Environmental Sciences, University of L'Aquila, Via Vetoio SNC, ed. Camillo De Meis, L'Aquila, 67100, Italy.
Sara BernardiDepartment of Life, Health and Environmental Sciences, University of L'Aquila, Via Vetoio SNC, ed. Camillo De Meis, L'Aquila, 67100, Italy. sara.bernardi@univaq.it.
Serena BianchiDepartment of Life, Health and Environmental Sciences, University of L'Aquila, Via Vetoio SNC, ed. Camillo De Meis, L'Aquila, 67100, Italy.
Guido MacchiarelliDepartment of Life, Health and Environmental Sciences, University of L'Aquila, Via Vetoio SNC, ed. Camillo De Meis, L'Aquila, 67100, Italy.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundAdvancements in medical education technologies transformed the teaching and learning of several disciplines, including human anatomy, which is considered the core of health sciences education. Recent technological innovations, including virtual dissection tables like the Anatomage

methodsA population (N = 24) of post-graduate students in oral surgery (N = 7) and orthodontics (N = 17) were enrolled in this study. The design of the lecture included practical sessions on the Anatomage

resultsThe post-graduate students significantly positively considered the use of VDTs as very useful and user-friendly learning instruments, offering very satisfying quality of the digital images. The level of clinical self-confidence and satisfaction of the proposed teaching method lecture was considered statistically positive.

conclusionsThe integration and the diversification of the anatomy teaching strategies, using innovation technologies, increase the learning processes and improve the clinical self-confidence in post-graduate dental students.

Indexed as

AnatomyComputer-Assisted InstructionDissectionEducation, Dental, GraduateStudents, DentalSurgery, OralFeedbackFemaleHumansImaging, Three-DimensionalMaleOrthodonticsUser-Computer InterfaceAnatomyAnatomy learning toolsClinical oral anatomy educationDigital anatomy educationEducationMorphologyVirtual dissection

Identifiers

PMID41088109
PMCPMC12522622

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Registered trials

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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.