ArticleBMC medical education2025
Back to the anatomy lab: a forgotten foundation or an ongoing necessity?
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.
What it found
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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.
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Who cites it
2 citing papers in PubMed.
- Between loss and learning: a qualitative interview study of donor family voices and institutional practices in whole-body donation for medical education in Türkiye.BMC medical education · 2026Article
- Fresh Human Donor Tissue in Anatomy Education: Task Fidelity, Procedural Relevance, and Curriculum Design Implications.Journal of medical education and curricular developmentReview
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAnatomy is an essential component of medical education in making accurate diagnoses, performing effective surgical interventions, and ensuring patient safety. However, traditional anatomy education and the decline of cadaver dissections have raised concerns about the preservation and application of anatomical knowledge in clinical practice. This study aims to evaluate the opinions and experiences of physicians regarding the role of anatomy education in clinical practice and the necessity of continuing anatomy education during specialty training.
methodsA cross-sectional study was conducted with 1,525 physicians from different specialties in Turkey. Data were collected through an online survey shared via professional social media platforms between December 2018 and January 2019. The questionnaire included opinions on the importance of anatomy education in daily clinical practice, the frequency of updating anatomical knowledge, and the continuation of anatomy education during specialization. Statistical analyses were performed using IBM SPSS Statistics 23 software, which included descriptive statistics, Chi-square tests, and thematic analysis for open-ended responses.
resultsThe findings revealed that knowledge of anatomy is considered critical, especially in surgical disciplines. While 74.5% of surgical specialists stated that anatomy education should continue during specialty training, this rate was 52.7% in internal branches. In addition, participants working in surgical specialties stated that they updated their anatomical knowledge more frequently than in other specialties. The thematic analysis results emphasized that the participants preferred practical training methods such as cadaver dissections and the necessity of branch-specific, periodic training.
conclusionThe study reveals the need for structured, continuous, and branch-specific anatomy education, especially in surgical branches. Integrating cadaver dissections, simulation-based learning, and periodic assessments into specialty training programs may improve clinical competence and support patient safety.
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