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Related Concept Videos

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The human heart is made up of three layers of tissue that are surrounded by the pericardium, a membrane that protects and confines the heart. The outermost layer, closest to the pericardium, is the epicardium. The pericardial cavity separates the pericardium from the epicardium. Beneath the epicardium is the myocardium, the middle layer, and the endocardium, the innermost layer. There are four chambers of the heart: the right atrium, the right ventricle, the left atrium, and the left ventricle.
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The heart is a hollow, muscular organ approximately the size of a fist, consisting of four chambers. It is enclosed in the pericardium, a fibrous sac with two layers: the visceral and parietal pericardium, separated by a fluid-filled space containing serous fluid to reduce friction.
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Auditory sensation, commonly called hearing, involves the transformation of sonic waves into neural impulses facilitated by the structures of the auditory organ. The prominent, flesh-like structure on the side of the head, called the auricle, directs sound waves towards the auditory canal. The auricle is often mislabeled as the pinna, a term more aligned with mobile structures like a feline's external ear. The auditory canal penetrates the cranium via the external auditory meatus of the...
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Related Experiment Video

Updated: Feb 5, 2026

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example
06:18

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example

Published on: April 18, 2025

827

Gamifying anatomy education.

Eng Tat Ang1, Jia Min Chan1, Vik Gopal2

  • 1Department of Anatomy, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.

Clinical Anatomy (New York, N.Y.)
|September 1, 2018
PubMed
Summary

Gamification did not significantly increase motivation for self-directed learning (SDL) in anatomy for medical students. However, it improved academic performance and engagement, suggesting potential for anatomy education transformation.

Keywords:
anatomyeducationgamification

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Area of Science:

  • Medical Education
  • Educational Technology

Background:

  • Traditional didactic anatomy teaching methods may not foster active learning.
  • There is a need to explore innovative approaches to enhance medical student engagement and academic outcomes.

Purpose of the Study:

  • To investigate the impact of gamification on motivation for self-directed learning (SDL) and academic grades in first-year medical students studying human anatomy.
  • To assess the effectiveness of gamified learning strategies, including non-digital games, script concordance tests, flipped classrooms, and mobile apps, in anatomy education.

Main Methods:

  • Implementation of gamified elements and a flipped classroom approach for human anatomy instruction.
  • Utilized non-digital games, script concordance tests, and mobile applications to supplement self-directed learning (SDL).
  • Assessed student motivation using the PRO-SDL scale and analyzed academic performance through continuous assessments and practical exams (n=120).

Main Results:

  • Gamification showed inconclusive evidence for increasing student motivation for SDL (P > 0.05).
  • Students reported positive experiences and increased active participation, describing the learning as "fun."
  • Academic results, including continuous assessments and practical exams, were significantly better than the cohort average (P < 0.05), indicating enhanced meta-cognition and factual recall.

Conclusions:

  • Gamification may not directly boost motivation for self-directed learning (SDL) but enhances active participation and academic performance in human anatomy.
  • The effectiveness of gamification is tutor-dependent, highlighting the importance of instructor involvement.
  • Gamification presents a potential paradigm shift for anatomy education, encouraging cultural change in healthcare and education industries.