Evidence map›Paper›PMID 41673619›Full record

ArticleBMC medical education2026

Profile of anatomy teachers of students in healthcare professions: a scoping review.

Joanne Fevry, Salomon Fotsing, Meriem Merghem, Anne Roberge, Rayan Ramdani, Isabelle Filion, Marie-Cécile Domecq, Alireza Jalali

Abstract readScoping Review
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2026. 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
0cells of the map it votes in
0citing 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

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

8 authors.

Joanne FevryFaculty of Medicine, University of Ottawa, 451 Smyth (2211), Ottawa, ON, K1H 8M5, Canada.ORCID http://orcid.org/0009-0003-2331-757X
Salomon FotsingFaculty of Medicine, University of Ottawa, 451 Smyth (2211), Ottawa, ON, K1H 8M5, Canada.ORCID http://orcid.org/0009-0004-0130-2729
Meriem MerghemFaculty of Medicine, University of Ottawa, 451 Smyth (2211), Ottawa, ON, K1H 8M5, Canada.ORCID http://orcid.org/0009-0004-8669-9613
Anne RobergeFaculty of Medicine, University of Ottawa, 451 Smyth (2211), Ottawa, ON, K1H 8M5, Canada.ORCID http://orcid.org/0009-0002-1597-3799
Rayan RamdaniFaculty of Medicine, University of Ottawa, 451 Smyth (2211), Ottawa, ON, K1H 8M5, Canada.ORCID http://orcid.org/0000-0002-8641-4575
Isabelle FilionFaculty of Medicine, University of Ottawa, 451 Smyth (2211), Ottawa, ON, K1H 8M5, Canada.ORCID http://orcid.org/0009-0005-2944-7388
Marie-Cécile DomecqHealth Sciences Library, University of Ottawa, Ottawa, ON, Canada.ORCID http://orcid.org/0000-0002-5977-2844
Alireza JalaliFaculty of Medicine, University of Ottawa, 451 Smyth (2211), Ottawa, ON, K1H 8M5, Canada. ajalali@uOttawa.ca.ORCID http://orcid.org/0000-0002-0709-9088

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

BACKGROUND/

objectiveHealth education programs present a wide variety of anatomy educators’ profiles in human anatomy. Anatomy is an essential component of healthcare professional training. However, few studies have examined the professional profile of anatomy teachers and its links to the content taught, the teaching strategies employed, and the assessment methods used. This study aimed to explore the academic backgrounds of these teachers, the health professions in which they teach, the content delivered, and the teaching strategies employed.

methodsThis work followed the steps outlined by Arksey and O’Malley, as well as the PRISMA-ScR guidelines. Data were sourced from major academic databases, such as Embase, MEDLINE, CINAHL, etc. Five reviewers used Covidence to analyze the articles. Data on teachers and their strategies were extracted and then narratively synthesized.

resultsOf the 6,779 studies analyzed, 42 were selected. Teachers held a variety of degrees, including PhDs in anatomy and medicine. Most were full-time faculty members, including professors, lecturers and assistant professors with over twenty years of experience. Teaching strategies combined traditional and modern approaches, and assessments included written, practical, and continuous examinations. DISCUSSION/

conclusionThis study demonstrated that anatomy teachers do not share a single profile. Teaching strategies need to be adapted to regional and institutional contexts. It is therefore necessary to support these teachers to better meet the contemporary demands of anatomy education.

Indexed as

AnatomyFacultyFaculty, MedicalHealth OccupationsTeachingHumansAnatomy educationAnatomy instructor qualificationsAnatomy teacher profileHealth professions educationHuman anatomyTeaching strategies

Identifiers

PMID41673619
PMCPMC12997877

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

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.