Integration of the arts and biomedical engineering in innovative interdisciplinary anatomy education: The synthetic anatomy module.

The intersection of science and art has historically fostered innovation, yet the integration of creative arts into anatomy education remains limited. The Synthetic Anatomy module was designed to bridge anatomy teaching with creative design for bioscience and biomedical engineering students. This study evaluates the module's educational impact and explores student perceptions of integrating artistic approaches into anatomy learning. Over 10 weeks, student groups conceptualize and 3D-print anatomical structures that transcend clinical and evolutionary norms. This is supplemented with workshops led by visiting artists and PhD biomedical engineering students. Each group presents an unmanned table display of models on a self-selected topic, including bionic arms, human wings, and hybrid human-avian hearts. Feedback was collected from 89 students and six tutors across three academic years (2018-2020), through focus groups and semi-structured interviews respectively. Qualitative responses were analyzed using inductive thematic analysis. The analysis revealed three key themes: creative exploration, experiential learning, and interdisciplinary collaboration. Students valued the freedom in exploring imaginative anatomical designs beyond textbook conventions. The unmanned displays encouraged inventive presentation methods using motion, sound, and touch. The module's wider impact was illustrated by a 2017 biomedical engineering student who further developed prosthetic chest-wall design for cancer patients, later published in Frontiers of Surgery and featured on BBC Click. The module has supported student-led design concepts that extend anatomy learning into creative and translational contexts. Ongoing improvements are being made through student feedback and pedagogical reflection, alongside efforts to measure long-term educational impact.