ReviewAnatomical sciences education2026
Reigniting engagement: A multidisciplinary, authentic case-based approach to anatomy and physiology education for medical imaging students.
Review in Anatomical sciences education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- Problem-based learning promotes causal physiological reasoning in first-year medical students before formal cardiovascular instruction.Frontiers in physiology · 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
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Anatomy and physiology are foundational to health science education, yet student engagement in these modules often declines during later years of study. This discursive article aims to describe a teaching intervention which increased student engagement and provide educator reflection of implementation and improvement over time. The teaching intervention, implemented as a semester-long, multidisciplinary case-based portfolio, designed to re-engage second-year students with anatomy and physiology content. Centered on a simulated patient case, the intervention scaffolded a series of tasks-ranging from reflective journaling to image interpretation and evidence-based decision-making-that progressively increased in complexity. The design aimed to foster cognitive integration, critical thinking, and professional identity development by situating anatomy and physiology knowledge within authentic clinical reasoning scenarios. The intervention drew on constructivist, authentic, and situated learning theories and was iteratively refined over three academic years. Reflective teaching practice, peer assessment, and collaborative task structures supported metacognitive growth, while diverse modalities addressed variability in student learning preferences. Key outcomes included increased student engagement, stronger multidisciplinary connections, and enhanced evaluative judgment as perceived and reflected on by the educators. However, challenges related to academic integrity, group dynamics, and educator workload highlighted the need for improved scaffolding and institutional support. Future directions include collaboration with clinical specialists to enhance authenticity, and partnerships with academic literacy and library teams to strengthen support for applied reasoning tasks. This intervention offers a replicable model for integrating clinical relevance into undergraduate anatomy and physiology education, supporting deeper learning and professional readiness within foundational disciplines.
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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.